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The Effects of Computer Assisted Instruction on Learning English Language Arts

The Effects of Computer Assisted Instruction on Learning English Language Arts
Author: Arika L. White
Publisher:
Total Pages: 82
Release: 2006
Genre: Language arts (Elementary)
ISBN: 9781109790269

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The Exploring Compound Words software used as the basis of this study was developed by the researcher to aid students in English-Language Arts, interactively increasing their vocabulary development. The study systematically investigated the effects of Computer-Assisted instruction on learning compound words and fully incorporates the six levels of Bloom's Taxonomy to further enrich, enhance and extend the students' learning process. Twenty fourth graders, including both male and female students, were selected to participate in this study. These participants were tested to determine whether their English-Language Arts skills could be improved by using the interactive program. The participants were given a written pretest, treatment, and post-test. All pretest and post-test scores were compiled and scored with a paired t-test. In comparing the pretest and post-test scores, the results showed a significant increase on the post-test scores of the participants, thereby indicating that the students' language arts skills improved with computer-assisted instruction.


Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications

Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications
Author: Management Association, Information Resources
Publisher: IGI Global
Total Pages: 2194
Release: 2019-01-04
Genre: Education
ISBN: 1522576649

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In a diverse society, the ability to cross communication barriers is critical to the success of any individual personally, professionally, and academically. With the constant acceleration of course programs and technology, educators are continually being challenged to develop and implement creative methods for engaging English-speaking and non-English-speaking learners. Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines the relationship between language education and technology and the potential for curriculum enhancements through the use of mobile technologies, flipped instruction, and language-learning software. This multi-volume book is geared toward educators, researchers, academics, linguists, and upper-level students seeking relevant research on the improvement of language education through the use of technology.


Reading, Writing and Learning in ESL

Reading, Writing and Learning in ESL
Author: Suzanne F. Peregoy
Publisher: Pearson
Total Pages: 528
Release: 2016-01-11
Genre: Education
ISBN: 9780134014548

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Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134403398. This book is the ideal source for teaching oral language, reading, writing, and the content areas in English to K-12 English learners. In an approach unlike most other books in the field, "Reading, Writing, and Learning in ESL" looks at contemporary language acquisition theory as it relates to instruction and provides detailed suggestions and methods for motivating, involving, and teaching English language learners. Praised for its strong research base, engaging style, and inclusion of specific teaching ideas, the book offers thorough coverage of oral language, reading, writing, and academic content area instruction in English for K-12 English learners. Thoroughly updated throughout, the new edition includes a new chapter on using the Internet and other digital technologies to engage students and promote learning, many new teaching strategies, new and revised activities, and new writing samples. The Enhanced Pearson eText features embedded videos and assessments. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad(r) and Android(r) tablet.* Affordable.The Enhanced Pearson eText may be purchased stand-alone for 50-60% less than a print bound book. * "The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads." "*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7 or 10 tablet, or iPad iOS 5.0 or later." "


The Effects of Computer-assisted Instruction on Achievement, Retention, and Attitude of Adult Students of English as a Second Language Learning Rule-based and Memory-based Language Tasks

The Effects of Computer-assisted Instruction on Achievement, Retention, and Attitude of Adult Students of English as a Second Language Learning Rule-based and Memory-based Language Tasks
Author: Lori Roberts Liner
Publisher:
Total Pages: 306
Release: 1987
Genre: Adult education
ISBN:

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The Impact of Computer Technology on Language Arts Literacy Scores

The Impact of Computer Technology on Language Arts Literacy Scores
Author: James Ruffin
Publisher: VDM Publishing
Total Pages: 134
Release: 2009-06
Genre: Computers
ISBN: 9783836468220

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The requirement to accurately measure the impact of educational technology has become more critical then ever before as a result of the economic commitment to educational technology, the pressure for greater accountability as well as the rapid rate of technological change. This study investigated the STAR-W program, which facilitated computer assisted instruction, to determine the grant's impact on the Language Arts Literacy portion of statewide assessment. Prior to this investigation, the usefulness of the STAR-W grant, in terms of achievement test scores, was essentially unknown. There was a need to examine the connections between educational technology and student academic achievement to maximize the STAR-W resources. The findings generated from this study have broadened the understanding of those connections as well as contributed to the ever-growing body of knowledge concerning the integration of computer-assisted instruction into 21st Century educational curriculums, classrooms, and schools.