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Exploring the impact of technology enhanced learning on EAL learning in mathematics, English and modern foreign languages within a secondary education state school

Exploring the impact of technology enhanced learning on EAL learning in mathematics, English and modern foreign languages within a secondary education state school

Acquah, Mary (2016) Exploring the impact of technology enhanced learning on EAL learning in mathematics, English and modern foreign languages within a secondary education state school. EdD thesis, University of Greenwich.

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Abstract

The increasing number of English as an Additional Language (EAL) learners in schools has highlighted the need to explore and develop support provision that enhances educational achievement and attainment. One of the approaches that may contribute to supporting EAL learners involves the use of technology-enhanced learning (TEL) in the classroom. The effects of TEL have been disputed among researchers, as some indicate its positive impact, while others offer strict words of caution. This research study explores the potential beneficial impact of TEL on EAL learners’ attainment in three subject areas: mathematics, English and modern foreign languages within a comprehensive single-sex state secondary school located in the London Borough of Islington. Through a mixed-methods approach using questionnaires, focus group discussion, classroom observations, and evaluative testing. This research identifies and examines the TEL strategies that teachers use in the classroom and the perceived benefits of EAL learners using TEL. The pragmatic paradigm informs the ontology, epistemology and the methodology of the study as the study aims to explore the hypothesis that there may be potential benefits in using TEL with EAL learners. Analysis of findings draws demonstrates the positive impact on EAL learners engagement and attainment of learning. It: 1) examines the impact of TEL on teaching/learning in the three mentioned subject areas and; 2) explores how TEL may be used to engage EAL learners effectively. The research revealed that TEL teaching/learning strategies for having a beneficial impact on EAL learners varied across the three subject areas. Nevertheless, in all three subject areas teachers suggested that their selected approach appealed for a variety of reasons. Findings also indicate positive responses from learners. While these findings reinforce a positive association between TEL and EAL teaching and learning practice, within the secondary school classroom, more research with a larger sample size may further contribute to this area of study.

Item Type: Thesis (EdD)
Uncontrolled Keywords: EAL learners, technology-enhanced learning (TEL),
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Faculty / Department / Research Group: Faculty of Education, Health & Human Sciences > Department of Education & Community Studies
Last Modified: 01 Sep 2020 18:22
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/29531

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