It is no surprise that technology has become a common learning platform in most classrooms, especially considering the positive effects it can have on student engagement and motivation. When considering English language learners, educational software can provide scaffolds through multimedia features that support the needs of students and increase their engagement in learning. Several scaffolds of effective software have been shown to increase engagement and support students’ interests, such as visual representations, videos, audio, animations, still images, and text (Leong et al., 2019; Zheng et al., 2014). For example, Zheng et al. (2014) found that virtual science laboratories can provide interactive activities where students explore the content through hands-on and active learning experiences, while also providing individualized learning opportunities. Further, Zheng et al. (2014) reported that educational software has the potential to support students’ passions and future goals when the activities and content focus on students’ interests. With a focus on student’s interests, as well as the incorporation of multimedia features, educational software increases students’ motivation, attention, learning outcomes, and retention (Leong et al., 2019). Furthermore, visual resources that focus on providing background information and connections to the real world have also been shown to increase student motivation (Zheng et al., 2014).

Not only can educational software engage students in learning instructional content, they can also support ELL students’ motivation in expressing their own knowledge and increasing their English language development. There are platforms available for students to showcase their learning and personal creativity through interactive components that students will likely enjoy using. Educators should look for platforms which allow students to integrate pictures, audio, videos, animations, hyperlinks, and text (Zheng, et al., 2014). For instance, Barber et al. (2018) found that students expressed enjoyment when given the opportunity to use software in creating their own digital stories and were “engaged in creating stories that reflect their interests and backgrounds” (p. 225). Additionally, students’ English language development, such as their speaking and listening skills, can be supported through active engagement with educational software. Specifically, text-to-speech components can help with pronunciations (Zheng et al., 2014), voiceover narrations can support understanding, and glossary hyperlinks can increase vocabulary acquisition (Leong et al., 2019). Overall, the interactive, multimedia components of educational software best support ELL students’ engagement and motivation in not only learning the instructional content but also in expressing their knowledge and supporting their English language development.

English language learner (ELL) students should be in an engaging, collaborative, and interactive environment to help motivate them to understand and retain new concepts. Simply providing ELL students with a traditional teaching method such as worksheets and textbooks is not enough. One strategy that teachers can use is to discover educational software that will best fit their students' needs. One educational software that can make a difference and have positive impacts on ELL students is augmented reality (AR). Augmented Reality is a tool used to describe certain experiences in which the real world is combined in real-time and in three dimensions (Redondo, Czar-Gutiérrez, González-Calero, & Sánchez Ruizet, 2020). Teachers can implement this new strategy by integrating virtual objects and video clips within a collaborative environment (Chen, 2018). For example, since English is the secondary language of all ELL students, it could be beneficial for them to see an object in the real-world combined with the virtual English word and their primary language word through AR. This allows students to make connections between both languages. With AR technologies, several senses are addressed in the learning process and students learn through experience (Martín-Gutiérrez, Fabiani, Benesova, Meneses, & Mora, 2015), which is beneficial for ELL students. The educational software would greatly impact ELL students and help them succeed in areas such as engagement and motivation, vocabulary words, and comprehension.

Aurasma software, an AR reality platform, has important features such as animation, videos, sound, and color which can all enhance learning for ELL students. The software has helped students improve their English comprehension with an emphasis on vocabulary words, compared with students who experienced the same lesson, but were taught using traditional teaching methods (Redondo et al. 2020). Providing the option to view 3D videos of vocabulary words can assist students in retaining the meaning of new words by providing them a connection between the real-world and their mind. A student can be given a new vocabulary word such as playground and Aurasma can provide a video of children playing in a playground. By providing a visual representation of the word, this allows students to make a rooted connection to the vocabulary word. Solely reading or being presented with the definition of the vocabulary word can be difficult for ELL students due to language barriers. By providing AR to students, motivation and engagement is maintained at a higher level (Martín-Gutiérrez et al., 2015) and it assists students with memorizing the meaning of vocabulary words through the virtual representation of the 3D videos.

Aurasma software should also be incorporated in reading activities to aid ELL students with comprehension. Bursali and Yilmaz (2019) showed a high level of reading comprehension and learning permanency after using AR, compared to students who were only taught through traditional teaching methods. ELL students need the opportunity to engage with a story in a variety of ways. Reading to them while having them follow along and asking them questions is not enough and can hinder their learning experience. AR provides another method in supporting students by allowing them to interact with the story. It does this by highlighting the text that is being read so students can listen and follow along with the reader. Each page also provides an animation with movements to go along with the scene and asks the students questions to analyze their understanding of the reading. These “magic books” (Martín-Gutiérrez et al., 2015, p. 1) are providing rich and meaningful experiences that are engaging and motivating, which can benefit ELL students in remembering and improving their comprehension of stories.

When implementing a new software to students, it is important to understand their perspective and learning abilities because instruction should be guided by their enjoyment of learning, especially with ELL students. After all, the ability to elevate each student to the next level of schooling is an important aspect of teaching, and applying a tool that assists in that regard can make a tremendous difference. Aurasma is just one example of educational software that can be implemented within the classroom to positively impact ELL students. After using Aurasma software, students showed a positive attitude and were satisfied with the learning process (Bursali & Yilmaz, 2019; Martín-Gutiérrez et al., 2015). They also preferred AR over the traditional learning methods, and expressed how they would like to use AR applications in other courses.

Although the reviewed literature focused on the perception of technology and device usage for educational purposes, the ideas and principles can be applied to more specific applications, such as educational software. Educational software in the classroom not only assists students in obtaining and retaining content, but can also increase time voluntarily spent on an assigned task. This can contribute to a positive increase in English language learners’ enthusiasm (Ok & Ratliffe, 2018). Ok and Ratliffe (2018) demonstrate how English language learners can use mobile devices to play educational games in the classrooms; this can improve enjoyment of academic activities as reported in focus groups and surveys by students, teachers, and parents. However, in order for teachers to provide high-quality and enjoyable opportunities for ELLs to use software in the classroom, teachers must also incorporate other instructional strategies, such as information and communication technology (ICT), face-to-face interactions, and task-based learning (TBL) to advance and accelerate language learning (Roessingh, 2014). ICT brings the features of the technology devices (e.g. internet applications, CD-ROMs, video technology etc.) together to use devices and access the internet which is necessary for educational software to be obtained and operated (Reid, 2002). Roessingh (2014) further explains that when assigning ELL students with a take-home research assignment, which requires the internet or the use of educational software at home, teachers can provide scaffolding such as K-W-L charts using visual representations and task cards for a Google search. Incorporating these scaffolds provides the ELL student and their family with an increased exposure to English vocabulary at home.

As another scaffold, teachers can easily incorporate the use of iPads for ICT experiences in their English language development (ELD) instruction to assist ELL students. Sadykova, Gimaletdinova, Khalitova, and Kayumova (2016) discovered that utilizing educational software on iPads for ELD instruction with preschool-age students was shown to increase their English proficiency. The integration of the educational software in ELD instruction was reported by the majority of teachers as worthy of use because it entertained the students, taught them, motivated them, and enabled teachers to diversify their lessons (Sadykova et al., 2016). Although the teachers in this study felt that the educational software and technology benefited their instruction, many parents expressed concern about potential eye damage and addiction (Saeykove et al., 2016). Despite these concerns, parents were allowing their children to use mobile devices but not always specifically for academic related activities, such as the Mobile-assisted language learning (MALL) educational application. It was reported that only 33% of parents helped their child use the MALL educational application on a regular basis even though parent participation was requested and necessary for their child to be successful (Sadykova et al., 2016).

When considering parent participation, it is imperative that teachers become familiar with parent perception(s) with regard to assignments and tasks that will be completed and the software used on their home computer or device (Roessingh, 2014). In addition, as educators we must remove our own biases about parent involvement and begin to understand more about culturally and linguistically diverse family structure, norms, and perceptions (Wassell, Hawrylak Fernandez, & Scantlebury, 2017). Wassell et al. (2017) demonstrated how educators must consider what involvement looks like for their families and what support and resources are needed to help ensure students and families can be successful both at school and at home. Furthermore, when assigning a technology-based task that requires the use of educational software for ELL students to complete at home, teachers must consider the background knowledge needed, expectations of support from parents, and academic language and translations that may be needed to aid in student success or completion of the assignment (Wassell et al., 2017). Therefore, with any assignment, teachers must ensure that it is well-structured and has a clear sense of educational purpose to ensure parents and their ELL students’ perception remains positive.

As the integration of technology in classrooms continues to gain momentum, educators should consider the potential effects for English language learners. By specifically focusing on how the use and design of educational software can impact English language learners we can gather insights and determine best practices to support our students. Specifically, educational software that incorporates various multimedia elements can provide appropriate scaffolds to meet the needs of ELLs. Therefore, tools such as visual aids, videos, animations, and audio are a few of the elements that educators should look for when choosing software to use in the classroom. Such tools found in various educational software have a positive impact on how ELLs receive, comprehend, and retain information which impacts their overall success in education. These features can be used in conjunction with augmented reality to help students build vocabulary words (Redondo et al., 2020) and comprehension (Martín-Gutiérrez et al., 2015). Additionally, when students build their vocabulary and are able to comprehend more words, their overall comprehension of the material increases. Virtual and interactive components of educational software have also been associated with positive impacts on ELLs learning by strengthening engagement and motivation (Leong et al., 2019; Zheng et al., 2014).

With any educational software application, we must always consider the perspective of the educator, students, and parents. It is imperative that prior to implementation of software, we examine and determine whether the application has features that would benefit our students’ learning and will have a positive effect on the students’ attitude, engagement, and motivation. After this we must consider the background knowledge, support, and scaffolds that may be needed both in the classroom and at home for the parents and educators. When resources and support are available, parents and educators are able to help the student be successful and see the purpose behind using the educational software. Thus, leading to more positive and productive experience.

Barber, M., Cartledge, G., Council III, M., Konrad, M., Gardner, R., & Telesman, A. O. (2018). The effects of computer-assisted culturally relevant repeated readings on English learners’ fluency and comprehension. Learning Disabilities: A Contemporary Journal, 16(2), 205-229.

Bursali, H., & Yilmaz, R. (2019). Effect of augmented reality applications on secondary school students' reading comprehension and learning permanency. Computers in Human Behavior, 95, 126-135.

Chen, I. (2018). The application of augmented reality in English phonics learning performance of ESL young learners. 2018 1st International Cognitive Cities Conference (IC3), 255-259.

Conn, C. A., Sujo-Montes, L. E., & Sealander, K. A. (2019). Using ibook features to support English language learners and struggling readers. Reading & Writing Quarterly, 35(5), 496–507.

Leong, A. C. H., Abidin, M. J. Z., & Saibon, J. (2019). Learners’ perceptions of the impact of using digital storytelling on vocabulary learning. Teaching English with Technology, 19(4), 3-26.

Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M., & Mora, C. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51, 752-761.

Ok, M. W., & Ratliffe, K. T. (2018). Use of mobile devices for English language learner students in the United States: A research synthesis. Journal of Educational Computing, 56(4), 538-562.

Ormrod, J. E. (2014). Educational psychology: Developing learners (8th edition). Pearson Education, Inc.

Redondo, B., Czar-Gutiérrez, R., González-Calero, J.A. & Sánchez Ruiz, R. (2020). Integration of augmented reality in the teaching of English as a foreign language in early childhood education. Early Childhood Education Journal, 48, 147–155.

Reid, S. (2002). The integration of information and communication technology into classroom teaching. The Alberta Journal of Educational Research, 48(1), 30-46.

Roessingh, H. (2014). Teachers’ roles in designing meaningful tasks for mediating language learning through the use of ICT: A reflection on authentic learning for young ELLs. Canadian Journal of Learning and Technology, 40(1), 1-24.

Sadykova, G., Gimaletdinova, G., Khalitova, L., & Kayumova, A. (2016). Integrating mobile technologies into very young second language learners’ curriculum. CALL and complexity – short papers from EUROCALL, 408-412.

Walker, E., Adams, A., Restrepo, M. A., Fialko, S., & Glenberg, A. M. (2017). When (and how) interacting with technology-enhanced storybooks helps dual language learners. Translational Issues in Psychological Science, 3(1), 66–79.

Wassell, B.A., Hawrylak Fernandez, M., & Scantlebury, K. (2017). Barriers, resources, frustrations, and empathy: Teachers’ expectations for family involvement for Latino/a ELL students in urban STEM classrooms. Urban Education, 52(10), 1233-1253.

Zheng, B., Warschauer, M., Hwang, J. K., & Collins, P. (2014). Laptop use, interactive science software, and science learning among at-risk students. Journal of Science Education and Technology, 23(4), 591-60.

Brooke Sanabrais (Comprehension)

Emily Hernandez (Learner Traits: Engagement and Motivation)

Naren Yan (Interactive Educational Software: Augmented Reality)

Malinda Austin & Melinda Kellogg (Introduction & Teacher, ELL Student, and Parent Perception)

Additional Resources:

• California Science Center bilingual virtual science labs: https://californiasciencecenter.org/stuck-at-home-science?gclid=CjwKCAjw-YT1BRAFEiwAd2WRtpE-C_iw9l3k1X4CEbTqClvx_HQpWid49tIEPpQAX1hSLvaWhP-oOBoCnkMQAvD_BwE

• Edutopia article about augmented reality in education: https://www.edutopia.org/blog/ar-apps-for-student-learning-monica-burns

• Raz-Kids ELL Edition: https://www.youtube.com/watch?v=cpDBHDybisU

• Epic! Website Overview: https://www.youtube.com/watch?v=d8p845yPeGU

• Chromville: https://www.youtube.com/watch?v=jZZYeByNzIY

• Flipgrid: https://info.flipgrid.com/

• Augmented Reality Infographic: https://edtechmagazine.com/k12/article/2017/10/how-will-ar-transform-education-infographic

• Talking Points: https://talkingpts.org/