An Investigation Of The Relationship Between The Use Of Modern Digital Technologies, Language Learning Strategies, And Development Of Second Language Skills

Like many other areas of human knowledge, the field of language learning has undergone changes as a consequence of the application of digital technologies. Extensive exposure and anytime and anywhere access availability to data in a second or foreign language (L2) bring almost unlimited learning opportunities for digital age students, which affects their learning behaviors also known as language learning strategies (LLS). The purpose of the present study is to define preferred LLS patterns of digitally native L2 learners and to establish relationships between types of existing digital technologies, learners’ demographic characteristics, and the use of learning strategies to support the development of specific language skills and aspects. The setting for this study was made up by a medium-sized university in the northern U.S., particularly, its undergraduate student population enrolled in foreign language courses in the Department of Modern and Classical Languages and Literatures during the 2021 fall semester. They were asked to complete a survey that contained the original validated version of the Strategy Inventory for Language Learning (SILL) instrument (Oxford, 1990) and three additional sections disclosing the participants’ demographics, technology use experience, and targeted language skills and aspects. Both descriptive and inferential quantitative methods of data analysis were used in the study to elucidate the research questions. A number of analytic procedures using SPSS® Statistics software were performed to find out detailed statistic values of the research variables. Frequencies and descriptive statistics, analysis of correlations, extreme groupings t-tests to explore the relationships between the subsets of categorical variables, and factor analysis of LLS domains were implemented to identify meaningful patterns of technology use in L2 learning. Data from this study provide a view of how the Digital Natives themselves see their technology use and approaches to learning. Research conclusions based on obtained self-reported evidence allow us to make broader recommendations for changes in the L2 teaching methodology. They may also prevent instructors from making unsupported assumptions about their students\u27 mastery of educational technology, and, thereby, from neglecting to teach students the skills they need for academic success. Keywords: digital native learner, digital technology categories, language learning strategies, L2 language skill

Read180 Computer Software by Gender and Ethnicity on Reading Achievement for Identified Special Education Students

The purpose of this dissertation was to conduct an independent study to determine the effectiveness of the READ 180 reading intervention program when implemented with middle and junior high school students with disabilities. To address the first and third hypotheses, gender (male versus female) and change over time (fall, mid-year, and at the end of the school year) served as the independent variables for sixth/seventh and eighth/ninth grade students with disabilities, respectively. For the second and fourth hypotheses, ethnicity (White versus all non-White students) and change over time served as the independent variables for sixth/seventh and eighth/ninth grade students with disabilities, respectively. The dependent variable for all four hypotheses was literacy achievement as measured by Lexile scores identified through the Scholastic Reading Inventory. A review of the literature identified the various aspects of READ 180 program, the history of the program, and overall reading comprehension. In addition, special and regular education students, males and females, ethnic subpopulations, and the perceptions of educators and students concerning READ 180 were reviewed. This causal-comparative study used scores from sixth, seventh, eighth, and ninth grade special education students in an urban school district in Northwest Arkansas. the researcher used a casual-comparative design because she did not manipulate the independent variables. Six schools were identified to participate in the study, and each school identified sixth, seventh, eighth, and ninth graders based on disability category and ability to meet the intervention schedule. The six targeted secondary schools in this district were similar, with three middle schools with a grade range of sixth to seventh and three junior high schools serving eighth to ninth grades. A 2 x 3 mixed-factorial ANOVA was used to analyze the data collected for each of the four hypotheses. The results of this study showed no significant interaction effects between students who participated in READ 180 by gender or ethnicity and change over time for Hypotheses 1-4. Regarding main effects, a statistically significant within subjects main effect for change over time existed for all four hypotheses. The main effect for gender in Hypotheses 1 and 3 was not significant. In contrast, the main effect for ethnicity was significant for Hypothesis 4, but not for Hypothesis 2. When analyzing the means, White students scored significantly higher compared to the non-White students; however, there was only a medium effect size for the result. Many of the studies reviewed produced mixed results similar to this study. Differences in gender and ethnicity were identified throughout the various studies. Intensive reading intervention programs such as READ 180 do make effective instructional tools based on the significant change over time results, regardless of gender and ethnicity. All the studies were in agreement with one idea; reading intervention programs must be implemented with fidelity

Teachers\u27 Perception of Common Core State Standards on Students with Learning Disabilities

The Common Core State Standards were written and implemented to prepare all students for college or career readiness including students with disabilities. Students with learning disabilities often have significant difficulties and face challenges when the instruction is framed within The Common Core State Standards. The purpose of this qualitative study was to explore the perceptions of special educators on teaching students with learning disabilities using The Common Core State Standards. The two conceptual frameworks used in this study were the Universal Design for Learning and The Zone of Proximal Development. The research questions focused on teachers\u27 perception regarding students with learning disabilities being instructed with Common Core instructions, how teachers perceive providing Common Core instructions to students with learning disabilities is preparing them for college and career readiness, and also, what teachers perceived to be the missing components for providing specialized instructions using Common Core to students with learning disabilities. In this qualitative case study participants were selected using recommendations of school district administrators. Data was collected using face-to-face interviews. Data collection also include observations and samples of students work. Additional data to establish trustworthiness of the study was obtained through observations and analysis of artifacts collected during the study. The intended outcome of the study was to bring about change in the instructional strategies adopted when using Common core State standards in teaching students with disabilities and that to ultimately pave a way for social change

READ 180 Participation, ELL Service Length, and Year on Literacy and Mathematics Achievement for Middle School Students

The purpose of this dissertation was to add to the limited available research. In both hypotheses, the independent variables were whether or not the student used the READ 180 program, the number of years the student received ELL services in the United States (6 years or less or more than 6 years), and the year tested (2011 or 2012). The dependent variables for the first hypothesis were literacy and mathematics achievement measured by scaled scores obtained on the seventh grade Arkansas Augmented Benchmark Literacy and Mathematics examinations. The dependent variables for the second hypothesis were literacy and mathematics achievement measured by scaled scores obtained on the eighth grade Arkansas Augmented Benchmark Literacy and Mathematics examinations. This causal-comparative design used seventh and eighth grade students in three urban middle schools and three junior high schools in northwest Arkansas. The six schools were chosen based on their similar student demographics of grade configuration, ethnicity, and the implementation of the READ 180 program. The study included 743 seventh grade and 649 eighth-grade students. Of the total sample, 248 of the students in each school who were participating in the READ 180 program were compared to another 1,144 students who were not participating in the READ 180 program. Within the group of students participating in the READ 180 program, I identified the students who received ELL services of 6 years or less or more than 6 years. Non-ELL students and those at the ELL Level 3 or higher were not eligible to participate in the READ 180 program. A factorial MANOVA was used to analyze the data for each of the hypotheses. The results of the multivariate test results for the first hypothesis indicated there was a significant difference among the groups for each of the three independent variables. There was not a statistically significant 3-way interaction between length of time receiving ELL services, participation in READ 180, and year tested. There were no 2- way interactions between the independent variables. A between-subjects test showed the main effects were significant for all three independent variables. Consequently, the first hypothesis was rejected because significant differences existed in scaled literacy and mathematics scores based on the main effects of year, participation in READ 180, and ELL service length. Further analysis showed that students in seventh grade scored significantly higher in 2012 than in 2011 on the examination. In mathematics, there was not a significant difference. Furthermore, students who were not in the READ 180 program scored significantly higher than those who participated in READ 180 on the seventh grade exams. Finally, students who received ELL services for more than 6 years scored significantly higher than those who received services for 6 years or less on the seventh grade examinations. When reviewing the multivariate test results for the second hypothesis, there was a significant difference among the groups for each of the three independent variables. There was not a statistically significant 3-way interaction between length of time receiving ELL services, participation in READ 180, and year tested. There was an interaction between participation in READ 180 and ELL service length. A betweensubjects test showed the main effects were significant for all three independent variables. Consequently, the second hypothesis was rejected because significant differences existed in scaled literacy and mathematics scores based on year, participation in READ 180, and on ELL service length. Students in eighth grade scored significantly higher in 2012 than in 2011 on the literacy and mathematics exams. Furthermore, students who were not in the READ 180 program scored significantly higher than those who participated in READ 180 on the eighth grade exams. Finally, students who received ELL services for more than 6 years scored significantly higher than those who received services for 6 years or less on the eighth grade literacy and mathematics examinations. The results of this study were consistent with work published by independent sources. When generalizing the results of this study to other groups, it was important to remember several elements. First, academic vocabulary and knowledge were acquired as a result of three important factors: time, effective pedagogy, and the amount of formal education in a student’s native language. Furthermore, it was difficult to generalize the findings of this study to other populations. The findings indicated that READ 180 was not an effective intervention that could assist with language acquisition. Furthermore, as the state of Arkansas transitions from the AABE to testing based on the Common Core State Standards, it will be difficult to generalize the findings of this stud

Assistive Technology as an Accommodationfor a Student with Mild Disabilities: The Case of Alex

This case study investigated the impact of selected types of adaptive and assistive technology (AT) on the learning gains and academic achievement levels of a fe-male student with mild disabilities in her sixth and seventh grades in a Catholic school board in northeastern Ontario. Interviews were conducted with the parent, student, and pre-service teachers. Records from 6 school years were examined to determine the student’s academic history and performance levels, and reports from numerous professionals involved in the assessments and interventions of the student were explored. Reports from the community service-learning assignment provided information regarding teaching approaches and student responses. A synthesis of all data suggested that AT had resulted in increased student achieve-ment levels, perceptions of capability, and student self-advocacy. Additionally, the acceptance and use of AT by teachers increased significantly with the training of their student and the student’s subsequent tutoring of the teacher and classmates in the use of selected assistive technology

Examining Assistive Technology Use, Self-concept, and Motivation, as Students with Learning Disabilities Transition from a Demonstration School into Inclusive Classrooms

Provincial demonstration schools provide specialized programs for students with learning disabilities and provide a supportive environment where students learn about their learning disabilities and how they learn best. Embedded within subject area instruction, these schools provide intensive training on the use of assistive technology. This mixed methods study followed 12 students (8 males and 4 females between 14 and 16 years of age) and their parents in order understand students’ transition from a demonstration school into high schools, their assistive technology use in both school environments, and how these environments may have impacted their self-concept and school motivation. Participants reported students experienced a positive transition to high because of the independence and self-advocacy skills students acquired at the demonstration school. Teacher-student relationships were more positive at the demonstration school than at high school. There were no significant differences between the degree to which assistive technology impacted students’ competence, adaptability, and self-esteem at the demonstration school and at high school. Students continued to benefit from assistive technology in high school and used the technology to varying degrees. Students’ perceptions of their general intellectual ability, and reading, writing, spelling, and math competencies increased while attending the demonstration school. Students’ perceived reading and writing competences decreased in high school, yet remained higher from when students entered the demonstration school. There were no significant differences between students’ motivation and engagement at the demonstration school and high school. Implications surround supportive school practices for students with learning disabilities and how these practices can be applied in inclusive schools

The Effectiveness of Think-Pair-Share Strategy on Improving Visually Impaired Students’ Speaking Skill at SLB-A Yapti Makassar

This study aimed to determine whether or not using the Think pair-share strategy could enhance students' speaking performance with visual impairments Grade XI of SLB-A Yapti Makassar in the academic year of 2020/ 202. This study was pre-experimental research in which the TPS strategy treated only one class. The data were qualitative and quantitative. The qualitative data were obtained by observing the teaching and learning process during the implementation of the TPS strategy and interviewing the students about this strategy. Meanwhile, the quantitative data were gained by assessing the students’ speaking skills through the pre-test and post-test. The instruments for collecting the data were the speaking rubric, observation guidelines, and interview guidelines. The results showed that the TPS strategy effectively improved the students’ speaking skills of visually impaired students. There are different significant scores on the speaking performance of students on pretest and posttest. The frequency and percentage of student scores in specific categories indicating post-test results are higher than pre-test results. Nonetheless, the TPS strategy also has the drawbacks where it was very time consuming during the implementation since students need to be dealt with the given lesson and the screen reader

A Model Curriculum for Selected Physical Adaptations for Students with Special Needs, in Alignment with Washington State Essential Academic Learning Requirements (EALR\u27s)

The purpose of this project was to develop a model curriculum for selected physical education adaptations for student with special needs, in alignment with Washington Essential Academic Learning Requirements (EALR\u27s). To accomplish this purpose, a review of selected literature was conducted. Additionally, related information from selected sources was obtained and analyzed. The model curriculum was developed for implementation in the Ellensburg School District in the 2002-2003 school year

Does Speech-To-Text Assistive Technology Improve the Written Expression of Students with Traumatic Brain Injury?

Traumatic Brain Injury outcomes vary by individual due to age at the onset of injury, the location of the injury, and the degree to which the deficits appear to be pronounced, among other factors. As an acquired injury to the brain, the neurophysiological consequences are not homogenous; they are as varied as the individuals who experience them. Persistent impairment in executive functions of attention, initiation, planning, organizing, and memory are likely to be present in children with moderate to severe TBIs. Issues with sensory and motor skills, language, auditory or visual sensation changes, and variations in emotional behavior may also be present. Germane to this study, motor dysfunction is a common long-term sequelae of TBI that manifests in academic difficulties. Borrowing from the learning disability literature, children with motor dysfunction are likely to have transcription deficits, or deficits related to the fine-motor production of written language. This study aimed to compare the effects of handwriting with an assistive technology accommodation on the writing performance of three middle school students with TBIs and writing difficulties. The study utilized an alternating treatments design (ATD), comparing the effects of handwriting responses to story prompts to the use of speech-to-text AT to record participant responses. Speech-to-text technology, like Dragon Naturally Speaking converts spoken language into a print format on a computer screen with a high degree of accuracy. In theory, because less effort is spent on transcription, there is a reduction in cognitive load, enabling more time to be spent on generation skills, such as idea development, selecting more complex words that might be otherwise difficult to spell, and grammar. Overall, all three participants showed marked improvement with the application of speech-to-text AT. The results indicate a positive pattern for the AT as an accommodation with these children that have had mild-to-moderate TBIs as compared to their written output without the AT accommodation. The findings of this study are robust. Through visual analysis of the results, it is evident that the speech-to-text dictation condition was far superior to the handwriting condition (HW) with an effect size that ranged + 3.4 to + 8.8 across participants indicating a large treatment effect size. Perhaps more impressive, was 100 percent non-overlap of data between the two conditions across participants and dependent variables. The application of speech-to-text AT resulted in significantly improved performance across writing indicators in these students with a history of TBIs. Speech-to-Text AT may prove to be an excellent accommodation for children with TBI and fine motor skill deficits. The conclusions drawn from the results of this study indicate the Speech-to-Text AT was more effective than a handwriting condition for all three participants. By providing this AT, these students each improved in the quality, construction, and duration of their written expression as evidenced in the significant gains in TWW, WSC, and CWS

The Impact of a Text-Reader Support Program on Intermediate Students' Reading Comprehension

This study examined the efficacy of providing four Grade 7 and 8 students with reading difficulties with explicit instruction in the use of reading comprehension strategies while using text-reader software. Specifically, the study explored participants' combined use of a text-reader and question-answering comprehension strategy during a 6-week instructional program. Using a qualitative case study methodology approach, participants' experiences using text-reader software, with the presence of explicit instruction in evidence-based reading comprehension strategies, were examined. The study involved three phases: (a) the first phase consisted of individual interviews with the participants and their parents; (b) the second phase consisted of a nine session course; and (c) the third phase consisted of individual exit interviews and a focus group discussion. After the data collection phases were completed, data were analyzed and coded for emerging themes, with-quantitativ,e measures of participants' reading performance used as descriptive data. The data suggested that assistive technology can serve as an instructional "hook", motivating students to engage actively in the reading processes, especially when accompanied by explicit strategy instruction. Participants' experiences also reflected development of strategy use and use of text-reader software and the importance of social interactions in developing reading comprehension skills. The findings of this study support the view that the integration of instruction using evidence-based practices are important and vital components in the inclusion oftext-reader software as part of students' educational programming. Also, the findings from this study can be extended to develop in-class programming for students using text-reader software