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ERIC Number: EJ1426126
Record Type: Journal
Publication Date: 2024
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2096-5311
EISSN: EISSN-2632-1742
Technology-Assisted Reading Instruction for English Language Learners: A Methodological Review
Xinyue Zuo; Denise Ives
ECNU Review of Education, v7 n2 p258-282 2024
Purpose: By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions. Design/Approach/Methods: This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes. Findings: A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners' literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs' reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources. Originality/Value: As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A