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A comparative research study on the effects of technology on student achievement in teaching English to students of other languages

, The University of Mississippi, United States

The University of Mississippi . Awarded


The purpose of this quantitative study was to determine the impact of technology utilization as a component of instruction on the achievement of ESL (English as a Second Language) students, on the Reading Composite section of the Texas Assessment of Skills and Knowledge (TAKS) state achievement test. Test scores were collected from two public elementary schools in two similar public school districts in Texas.

Because the cost for implementing technology intensive instruction into the English as a Second Language programs of K-12 schools is substantial in terms of personnel, equipment, and professional development, it is significant to determine whether the expenditures, both in human capital and large budgetary allotments, promote student achievement in language learning.

A total 267 students participated in the study. Fifty-four students were from the low tech school, School L, and 213 students were from the high tech school, School H. The two schools were matched based on comparable overall school size, student population, and socio-economic status.

Scores on the TAKS test from 2005 and 2007, were used to determine if implementing technology at a high level in the ESL instruction has an effect on raising standardized test scores. The Kruskal-Wallis test was used to analyze the data Using the data provided, it was determined that the null hypothesis was rejected, and that the students from School H, the High Tech school, had higher scores on the 2007 TAKS, Reading Composite sections than the ESL students who participated in a traditional, non-technologically intensive, ESL program, School L. The quantitative study confined itself to ESL students in grades 3–5 who have utilized technology at a low and high level within the TESOL classrooms of two large urban public school districts in Texas. The level of technology use was based on survey data gathered by the State of Texas utilizing the Texas STaR Chart.


Toland, C.S. A comparative research study on the effects of technology on student achievement in teaching English to students of other languages. Ph.D. thesis, The University of Mississippi. Retrieved October 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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