Running head: ESL and media utilization 1

Media Utilization in ESL Instruction and Programs

by Alison Becerra, Lisa Marie Daugherty, and Nhan Tran
University of Houston - Clear Lake

Authors Notes
This Case Study was prepared as a collaborative assignment about media utilization
in instruction for the course Trends and Issues in Instructional Design and Technology
Professor Dr. Crawford. For questions regarding this document you may contact Nancy
Tran at Nhanfgc@gmail.com , Lisa Marie Daugherty at actor.grad.888@gmail.com, or
Alison Becerra at alisonbecerra3@gmail.com .

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Media Utilization in ESL Instruction and Programs
INTRODUCTION
While evaluating the integration and utilization of media technology as a means of
improving instruction in the educational system, it is important to take a few important points
into careful consideration. The most important consideration being that the selection and infusion
of media into the learning environment should be based on a model of learner centered
instruction over technology centered instruction (Reiser & Dempsey, 2012). In short, the latter
represents using media for medias sake and the former supports organizing and utilizing media
with only the benefits and specific needs of the learner in mind.
As discussed in their book, Trends and Issues of Instructional Design and Technology,
Reiser and Dempsey state the two differences succinctly in the form of the following questions
defining the two approaches:
How can we use rich media to design instruction?
In taking a technology centered approach, we can seek ways to design a lesson based on
using the capability of incorporating video and animation (and) design instruction to
incorporate these capabilities.
How can we adapt rich media to aid human learning?
In contrast, in a learner centered approach to instructional design, the focus is how to
facilitate the learners natural learning process. Rich media must be used to serve the
needs of the learners (p. 310)

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In this study of education, the case subjects are a group of learners where English is not
their primary language. Examples of utilization of media will be given, as a means of addressing
the needs from a learner centered approach with the given available technology for those
specific needs. This approach is designed as an effort to advance learning at an engaging and
accelerating rate. The educator must take into consideration that the learning material must be
engaging and must relate to learner or students lives. Additionally, references to Keller and
Suzukis ARCS Model found in the Journal of Educational Media, will be discussed as it related
to using technology and utilizing media to increase learner motivation. (Keller and Suzuki, 2004)
Although the model is referring to E-learning community in this article, it can be applied to
many other learning communities, for example, English as a Second Language.
Instructional Media and Media Selection
Media are the replicable means, forms, or vehicles by which instruction is formatted,
stored, and delivered to the learner (Schwen, 1977). Traditional media can be television, radio,
and newspaper. And new kind of media is social media, which allows users to communicate with
each other through internet. Besides using traditional media, social media is becoming popular in
teaching and learning. Horizon report Europe: 2014 Schools Edition, for schools, social media
provides the way to encourage feedback and suggestions, even as it enables two-way dialogues
between students, parents, teachers, and the institution that are less formal than other means.
Because there is no one medium is better than another, a particular medium is normally
better in certain situations. Therefore, it is important to select the right media to suitable with
the instruction. Strauss and Frost (1999) mentioned nine key factors influencing media selection:
institutional resource constraints, course content appropriateness, learner characteristics,
professor attitudes and skill levels, course learning objectives, the learning relationships, learning

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location, time (synchronous versus asynchronous), and media richness level. Reiser and Dick
(1996) distill these nine factors down to three major criteria for selecting instructional media:
practicality, student appropriateness, and instructional appropriateness (retrieved from
unmgrc.unm.edu)
What is ESL?
English as a Second Language (ESL) or English as Foreign Language (EFL) is an
instructional program for students whose dominant language is not English. The main purpose
of the program is to improve English proficiency for non-native speakers.
The program teaches different language skills like Grammar, Writing, Speaking, and
Reading. They also have different levels, which is suitable for students abilities. ESL classes are
usually in small size, so teachers can focus more on students and in verse, students also have
more chance to interact with or receive more individual attention from teachers.
Students of ESL can be anyone, who speaks different language rather than English. For
instance, someone, whose native language is Chinese, Arabic, or Spanish, will study English as a
second language when they he or she comes to the U.S for studying, working, or immigrating.
There are many purposes for studying English, but for whatever purpose, ESL is really a good
program for learners to become more fluent in English.
Background of ESL Learning Communities and Settings for this Case Study
As discussed above, there are many terms used to describe instruction for the non-native
English speakers in the U.S. This can often cause confusion along with many misconceptions
about the students that are served under this title. Many times people think ESL is only for
Hispanics. However, it is actually for anyone who has a primary language other than English
with their second language being English. ESL is now the new ELL, which stands for English

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Language Learners, or EFL, as defined above. These acronyms are constantly changing. Ms.
Becerra works with special education students, ESL Students, and ESL Parents. There are about
35-45 percent of ESL students. This a high percent for this school district because there are about
190 students. Two learning communities and sites will be used to demonstrate utilization of
media as an instructional design method.
Designing Media Instruction Case Subject 1: ESL Adult Learners. The first subjects
addressed are an adult learning community. On Monday and Wednesday nights, Ms. Becerra
teaches an adult group of ESL parents how to speak English and how to use the computer. On the
first day, the ESL parents had to set up an email as a way for her to get in contact with the
parents. She showed the parents basic computer literacy skills such as how to log into a
computer and how to login into the internet. Many of these parents did not even know how to
operate a computer. However, Ms. Becerra showed them how to set them up an email and this
would be another form of communication. As additional tools, she helped sign the parents up
with a Google Mail account and showed them how to use the Google tool of Google Translate,
where they are able to translate a message from English to Spanish and Spanish to English.
Having a Google account would allow them to access many media tools online such as YouTube
to practice English skills. Ms. Becerra stressed that it is important to be able to communicate
with parents about students academic progress and behavior. Incorporating media utilization
helps parents with understanding their childrens process/progress and behavior by using their
email and communicating with their teacher to stay on the same page. In the education field, the
teacher and parents should stay on the same page and have an understanding of students
behavior and academic progress. This program was offered by the school district for any parents
who to do not speak English and would like to learn English for free. The above is a case of

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learner centered instruction because Ms. Becerra chose media and technology to address her
learner population. She did not introduce the parents to all the available technology at our there
or all at one time, just because it is available. This may have overwhelmed the learner and could
have caused them to shut down to the learning process. They may not have been as receptive to
learning more tools to help facilitate their progress in speaking and communicating in English,
which was the primary objective of the course. She chose technology and utilization of media
that would be appropriate to the learner centered needs, meeting the objectives of the course and
promoted learner motivation through the process.
Designing Media Instruction Case Subject 2: ESL Elementary Learners. The second
subjects addressed are an elementary learning community of English language learners. In a
primary school education setting, Ms. Becerra has a couple of ESL students that she works on a
regular basis. One student is in second grade and is categorized a special education and as an
ESL student. The other student is in a regular fifth grade class. The second grader struggles with
the using the computer. However, he learns tremendously when a video is shown on the
SmartBoard. He enjoys the website BrainPop. This is because it is highly visual, animated, and
interactive as well, which engages and motivates the learner. As for the fifth grade student, he
does not need help with the assignment. He prefers to use Google Translate. He enjoys using the
computer because he says its something different and wants to learn in a different way. Many
times, YouTube videos and online activities on the SmartBoard help the student to understand
English. The more the student listens to the English, the more comfortable the student will
become, and more familiar with the language. If the student is around three years-old and up the
student is more likely to learn. The students brain is going to be a sponge and learn the material
at a rapid rate.

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Alternatives and Solutions to Roadblocks in Media Utilization with ELL. There are
some challenges and roadblocks to designing instruction and utilization of media with this group
of learners. The main roadblock to media utilization is that accessibility of technology can be a
significant factor. Funding and equity within the school or district can often play a role in
accessibility. Some schools have more funds, more resources, and more technology available.
Fortunately, now there are many more free options for lower socioeconomic students and
schools. There are many helpful free websites and YouTube videos that can help these students to
excel in English. Speaking from a public school educators point a view, the school must be able
to accommodate all needs of all different types of students. One solution that can be used is to
have a computer provided for these ESL students, or the classroom. If a school cannot provide a
computer, then another alternative such as a translator device should be provided. However, there
must be some type of accommodation to assist these students to meet the equitability of access.
The state has standards that educators must follow in the classroom. These standards are
basically goals that each grade must follow in order to move on next levels. How we reach these
goals may require different paths. The core of differentiated instruction is flexibility in content,
process, and product based on student strengths, needs, and learning styles. (Levy, 2008, p.162)
Conclusion
Overall, media utilization is very important in the everyday life of people. Some people
do dependent on the Media Utilization a lot. Media Utilization plays a huge role in ESL students
and parents. This is a way for the students and parents to enhance their abilities to learn English.
With this being said, any form a technology is a great way because it teaches the parent and
student, which are verbally, linguistically, and kinesthetically.

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References
Academics. (n.d.). Retrieved March 06, 2016, from http://www.pps.k12.pa.us/domain/292
Association for Educational Communications and Technology. (n.d.). Retrieved March 2016,
from http://www.aect.org/standards/initstand.html
Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology.
Boston: Pearson.
What is ESL? (n.d.). Retrieved March 2016, from http://www.applyesl.com/navi/step/article.asp?
tid=01010
What is Instructional Media? (n.d). Retrieved from https://unmgrc.unm.edu/resourcehub/documents/what-is-instructional-media.pdf
Levy H. (Mar. 2008). Meeting the Needs of All Students through Differentiated Instruction:
Helping Every Child Reach and Exceed Standards. Retrieved from
http://www.wou.edu/~tbolsta/web/texbook/24_Meeting_the_Needs.pdf