Effects of Computerized Programs on Bilingual Students

Effects of Using Computerized Programs on

Bilingual Students
Nada Darwish
University of Michigan - Dearborn
EDK 500

Effects of Computerized Programs on Bilingual Students

Abstract

This research proposal will show if there is a benefit in using computerized tutorial programs
with English Language Learners (ELLs). A 16-week experimental study will be preformed with
two bilingual classrooms. The classes will be exposed to a 16-week computer- assisted practice
using the software ELLIS. In this experiment I will give the students a pre-test using DIBLES to
measure their fluency and a post-test to be able to compare the results. I will be analyzing the
effect of using the tutorial program on the ELL students fluency and comparing it to the students
who did not participate in it to see if there is a significant gain in reading fluency.

Effects of Computerized Programs on Bilingual Students

Introduction

English Language Learners (ELL) seem to not have the necessary language that is needed
to fully function in a mainstream classroom setting. In every subject in school, a language barrier
proves to be a problem in itself. As a result, ELL students are deficient in comparison to
mainstream students and are not scoring as high as their peers. Based on the 2000 Census, the
Census Bureau estimated that 3.4 million children are English Language Learners in the United
States alone. The purpose of this study is to investigate if the use of tutorial computer programs
will help accelerate the rate in which English Language Learners acquire the English Language
in comparison to their counterparts that were not exposed to the same program. Torgeson (1986)
states that computers have the capacity to deliver motivated, carefully monitored, individualized,
and speed-oriented practice in concentrations beyond those available in traditional assessments.
Fluency in reading is the key to text comprehension. Because the ability to obtain
meaning from print depends so strongly on the development of word recognition accuracy and
reading fluency, both the latter should be regularly assessed in the classroom, permitting timely
and effective instructional response when difficulty or delay is apparent (Snow, Burns, &
Griffin, 1998).
This study will answer the question: Would the use of computer tutorial program help the
English language Learners read more fluently and faster than other ELL students that were not
exposed to the tutorial program? I think the English Language Learners who are using ELLIS
(interactive computerized program) will likely advance faster than the English Language
Learners that are not using the tutorial program.

Effects of Computerized Programs on Bilingual Students

Literature Review

English Language Learners and Instruction System (ELLIS) is a program that is designed
to move English Language Learners towards basic English fluency. Ellis is a comprehensive
program that addresses a wide range of proficiency levels. A survey of state education agencies
found that in 2000-01 around 4 million students with limited English proficiency were attending
public schools, which is almost 10 percent of the total K-12 student population. Searching for
computer-assisted programs to help the English Language Learners is one way to relieve the
problem, and it is of interest to language teachers and learners because it can provide
individualized instruction and immediate feedback on the correctness of a learners response to
computerized tasks (Tanner, 2009) The research that Tanner conducted was intended to
empirically evaluate a self-directed, computer assisted program that uses oral reading to improve
students pronunciations. Results form the same study revealed that the computerized programs
had a significant effect on learners pronunciation of words in the English language.
One approach that has the potential to improve the teaching and learning of ELLs is the
use of technology in the classroom (Waxman & Padron, 1995). Furthermore, the research on
improving the teaching and learning of English Language Learners through instructional
technology (Yolanda Padron 1996) sheds more light on the use of technology to help ELL
students. Both studies found that there is significant gain by incorporating instructional
technology in teaching ELL students. The studies also found that using technology in the
instruction of ELL students was beneficial in many ways. Many researches were done on adult

Effects of Computerized Programs on Bilingual Students

English Language Learners and high school ELL students, but my research will be done on the
elementary level targeting students with very limited English Language abilities.

Method

This study will be conducted at Salina Elementary School and the participants in this
study will be two 3rd grade bilingual classrooms in which all of the students in these two
classrooms are English Language Learners (ELL). The students in one of the classrooms will be
given an extra 30 minutes in the computer lab to work on the program ELLIS. They will be
asked to put their headphones on and follow directions on the software. The teachers will be
monitoring the students and observing the students use or misuse of the program and computers.
Prior to the project, I will be obtaining consent from the parents/ legal guardians of all
participants informing them of the research and requesting a signature(Appendix C).
Before the research starts I will be giving each child the DIBLES fluency test and save it
to a spreadsheet program. Every three weeks I will utilize part of the DIBLES on them and again
save it to the same spreadsheet. By the end of the research I will have 4 scores on my research
group. At the same time I will be testing the other two 3rd grade bilingual classrooms at Salina
Elementary every three weeks that are not participating in the research. After I conclude my
research I should have two sets of data to compare. The analysis of the data collected will be
analyzed in three phases. In phase one I will compare the two 3rd grade classrooms that
participated in the research to see if there is a sizable discrepancy in scores. In phase two I will
compare the other two 3rd grade classroom that did not participate in the research again to see if
there is a considerable discrepancy in scores. In the third phase I will compare the researched and

Effects of Computerized Programs on Bilingual Students

not researched group to see if the researched group gained more fluency than the other group.
Since it is a quantitative research I can manipulate data and create graphs to reflect my threephase analysis. I also I could sort data and compare girls and boys to see if there is a significant
difference.

Discussion

Most of the research that has been done with English Language Learners using
technology has been done with college and secondary students. My study will differ form past
studies in that it will be conducted on the elementary level. It will look at the rate the English
Language Learners are acquiring the English language. As our English Language Learners
populations grow, the interest of educators in finding an affective tool to enhance their learning
process grows too. The early years of our learners is very important, we have to build a strong
foundation and try to bridge the gap between mainstream students and ELL students.
One of the limitations of this study is the population size. Although the two classrooms
make up half of 3rd grade, the number is still small to be able to generalize to the entire
population of the English Language learners in the country. On the other hand, this research will
hopefully extend a footbridge for more research to be done on the benefits of using computerized
tutorial programs with elementary English Language Learners.

Effects of Computerized Programs on Bilingual Students

References

Foulger, T.S. Silva, J.M. (2007). Enhancing the Writing Development of English Language
Learners: Teachers Perceptions of Common Technology in Project-Based Learning.
Journal of Research in Childhood Education, 22.2, 109-134.
Tanner, M.W., Landon, M.M. (2009). The Effects of Computer-Assisted Pronunciation Readings
on ESL Learners Use of Pausing, Stress, Intonation, and Overall Comprehensibility.
Language, Learning & Technology,13.3,51-65
Trogesen, J.K. Computers and Cognition in Reading: A focus on Decoding Fluency. Exceptional
Children, 1986. Vol. 53, No, 2, pp. 157-162
Snow, C. E., Burns, M.S. & Griffin, P. (1998). Preventing Reading Difficulties in Young
Children. Washington, Dc: National Academy Press.
Waxman, H.C. & Padron, Y.P. (1995). Improving the Quality of Classroom Instruction for
Students at Risk of Failure in Urban Schools. Peabody Journal of Education. 70 (2). 4465.

Effects of Computerized Programs on Bilingual Students

APPENDIX A

Interview
I will pick randomly six students from my research group to interview. I would like to gain more insight on how
well they can use the computer and on how well they can follow directions. The information from the interview will
help me decide if I need to train them to make sure they can successfully use the program. The interview will take
around 15 to 20 minutes to complete.
Please answer the following questions to best of your abilities.
1.

Do you like working with computers? Why?

Any other reason?

2.

Do you think computers can help you learn?

Tell me more.

3.

Do you think you are good at following directions?

Anything else?

4. How important do you think following directions is?

Effects of Computerized Programs on Bilingual Students

APPENDIX B

Technological Questionnaire
Please answer the following questions
1. Do you own a computer? If you answered yes please go to question number 2, if no go to question 3
Yes
No

o
o

2. Do you have access to the internet at home?

Yes
No

o
o

3. I am satisfied with the my reading level

1
2
3
4
Strongly agree

5
Strongly disagree

4. Please check the categories that apply to you. I know what a

Mouse
Keyboard
Monitor
Internet
Laptop
Software

o
o
o
o
o
o

5. Do you like to read

Alone
With a buddy
In a group

o
o
o

6. Do you think using computers can improve your reading a lot, little bit, or does not improve it at all?
o
o
o

A lot
Little bit
Not at all

7. How comfortable are you using technology?

1
2
3
4
5
Strongly disagree
Strongly agree

Effects of Computerized Programs on Bilingual Students

8. Programs on the computer will help me read better

1
2
3
4
5
Strongly disagree
Strongly agree
9. Do you disagree that children can learn form software on the computer?
1
2
3
4
5
Strongly agree
Strongly disagree
10. Do you think technology can help you learn?

10

Effects of Computerized Programs on Bilingual Students

11

APPENDIX B

CONSENT TO PARTICIPATE IN RESEARCH

Effects of Using Computerized Programs on
Bilingual Students

Dear Parent or Legal Guardian:

I, Mrs.Darwish,amattendingtheUniversityofMichiganthissemesterandamconductinga
researchstudyforoneofmycourses.Yourchildisbeingaskedtobeapartinthisresearch.This
isaveryimportantresearchthatwillhelpmefindoutthebestandmosteffectivewaytoteach
yourchildusingcomputertutorialprogramstohelpyourchildacquirethelanguageatafastrate.
It is Voluntary. Your child does not have to take part of the study. Students who participate
have to stay half an hour after school with their own teachers.
It is Anonymous. No names will be recorded or attached to the survey forms or data. The results
will be made available for analysis.
Administration. The survey will be administered during the first semester of this school year. It
will take about 30 minutes after their normal school day. They will be dismissed at 4:10
For Further Information. Please do

not hesitate to call me at Salina Elementary if you have any

questions or concerns at: (313) 827- 6160.
Please return the bottom portion of the form. Your cooperation is appreciated.

Yes,Igivepermissionformychildtoparticipate.
No, I do not give permission for my child to participate.
My childs name is:
Parent Signature:

__________________

_____ Grade:______
_____ Date: ______