The Influence of Technology in Educating English Language Learners at-risk or with Disabilities: A Systematic Review

Abstract

With the development of technology, the quantity and quality of electronic devices for students learning English as a second or foreign language (ESL/EFL) are on the rise, especially since the outbreak of the Covid-19 pandemic. To facilitate practices in English language education for students with special needs, the researchers conducted a systematic review of the empirical studies of technology tools for ESL/EFL students with learning difficulties published in the previous two decades. This paper presents the study selection process and findings of the review based on 16 peer-reviewed journal articles and one book chapter. The paper reveals the frequent mental and physical difficulties of English language learning and the typical technology tools employed in and out of class. More importantly, this paper discusses the roles of these technology tools in students’ English language acquisition, specifically their effects on student learning outcomes and the students’ perceptions toward them. With limited primary sources, this paper calls for more attention to the use of technology in English language learning of ESL/EFL students identified as at-risk and with learning disabilities and raises some implications for future research and instructional practices.

Use of assistive and adaptive technology in learning English as a foreign language: A systematic review

“…We have identified two similar systematic review studies (Fernández-Batanero et al, 2022;Jiang et al, 2022) performed on the same sample of learners that identified the best trends, practices, pedagogical implications, and limitations of AT of only VI learners. The studies confirmed that AT helped with the inclusion of disabled students, however, they also confirmed that teachers needed to be more trained and educated in the use of these devices when teaching disabled students.…”

“…The positive impact of AT on learners' engagement and their academic success was confirmed in the review by Fernández-Batanero et al (2022) as well. Also, as Jiang et al (2022) suggest that assignments for disabled students should be tailored to their cognitive and language skills, they should build on the strengths of the students and should be in synchronicity with their individual requirements. The same is applied to the teachers who should be clear and concise in their instructions to this type of learner.…”