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In my EDLD class 5315, I researched various technologies and created a literature review focused on the effects of technology on language acquisition, engagement, and student achievement for emerging bilingual students. I then developed an action plan to implement these findings to enhance bilingual learners' outcomes in educational settings. Explore this page to find ways to enhance instruction on your campus using technology!
Lit Review Outline
The literature outline developed during this course explores the impact of technology on language acquisition, engagement, and student achievement for emerging bilingual students. It begins by establishing the relevance of technology-enhanced language learning (TELL) and its potential benefits. The following section synthesizes qualitative and quantitative research findings from academic sources, focusing on how digital tools, including AI and multimedia applications, support language development and increase student motivation. Following this, the outline discusses the challenges and limitations of technology integration, addressing issues related to access, digital literacy, and pedagogical strategies. The final section concludes by summarizing key insights and recommending practical applications for incorporating technology into bilingual education
Research says
Research says
Using a collection of articles, journals, and educational research sites, let's venture through the various technological resources available to encourage success amongst emerging bilingual students as we close learning gaps.
Literature Review
This literature review examines the impact of technology-enhanced language learning (TELL) on emerging bilingual students' language acquisition, drawing from both qualitative and quantitative studies. It highlights how digital tools, including AI applications, improve language proficiency, engagement, and willingness to communicate by offering interactive, personalized learning experiences. The findings suggest that integrating technology in educational settings can significantly support language development, particularly for diverse and transient student populations.
Lit Review Avant.docx
Time for Action!
Time for Action!
Read the action plan below to understand how to compile our findings in the literature review as a measurable strategic plan to implement in classrooms for emerging bilingual students!
Action Research Plan:
Action Research Plan Avant.docxCourse Reflection
Course Reflection
I thoroughly enjoyed my 8-week course on technology innovation, as it provided insightful strategies and practical applications to enhance educational practices through cutting-edge technology. The course empowered me to explore innovative tools that support student engagement and foster creativity in the classroom. Read more here in my compilation of learning post!
Citations:
Associated Press. (2024, December 26). AI is a game changer for students with disabilities. Schools are still learning to harness it. AP News. https://apnews.com/article/artificial-intelligence-students-disabilities-ff1f51379b3861978efb0c1334a2a953
Barroga, E., & Matanguihan, G. J. (2022). A practical guide to writing quantitative and qualitative research questions and hypotheses in scholarly articles. Journal of Korean Medical Science, 37(16), e121.
Canva. (2025). Biology project timeline and data visualization [Presentation template]. Canva. https://www.canva.com
Canva. (2025). Timeline and data slide templates. Canva. https://www.canva.com
Darkoah, C., Abunya, L. N., Owusu, E., & Faleke, V. O. (2024). Investigating the Effectiveness of Technology-Enhanced Language Learning Tools in Supporting Second Language Acquisition. Journal of Education and Learning Technology, 427–439. https://doi.org/10.38159/jelt.20245104
Huang, H., & Li, M. (2024). The impact of technology-enhanced language learning environments on second language learners' willingness to communicate: A systematic review of empirical studies from 2012 to 2023. Language Learning & Technology, 28(1), 1–22. https://www.lltjournal.org/item/1150/
IDRA. (2024). Artificial Intelligence and Language Learning: Emerging Practices. Intercultural Development Research Association.
Jones, L., Smith, S. L., & Durham, C. (2022). Teachers as digital composers: Designing digital jumpstarts to scaffold for emerging bilingual learners. Computers & Education, 189, 104592. https://doi.org/10.1016/j.compedu.2022.104592
Kulavuz-Onal, D., & Tatar, S. (2017). Teacher burnout and participation in professional learning activities: Perspectives from university English language instructors in Turkey. Journal of Language and Linguistic Studies, 13(1), 283–303. https://dergipark.org.tr/en/pub/jlls/issue/36109/405463
Li, P., & Lan, Y.-J. (2021). Digital language learning (DLL): Insights from behavior, cognition, and the brain. Bilingualism: Language and Cognition, 25(3), 1–18. https://doi.org/10.1017/s1366728921000353
Martin, G. E., Danzig, Arnold B., Flanary, Richard A., & Orr, Margaret T. (2022). 2.5 Foundational Leadership Competencies. School Leader Internship: Developing, Monitoring, and Evaluating Your Leadership Experience. Routledge, Taylor & Francis Group.
Perez Peguero, L. (2024). The Impact of Technology-Enhanced Language Learning on Bilingual Education. International Journal of Scientific Research and Management, 12(04), 3340–3350.
Schwienhorst, K. (2002). The State of VR: A Meta-Analysis of Virtual Reality Tools in Second Language Acquisition. Computer Assisted Language Learning, 15(3), 221–239. https://doi.org/10.1076/call.15.3.221.8186
Shoecraft, K. (2023). Teaching with Technology: Putting the “enhanced” into Technology Enhanced Language Learning (and Teaching). TESOL in Context, 31(2). https://doi.org/10.21153/tesol2023vol31no2art1735
Son, Jeong-Bae. (2020). Technology-Enhanced Language Teaching in Action.
Zhang, Y. (2024). The impact of AI-driven tools on bilingual language development: A qualitative case study. Journal of Educational Technology Research, 45(2), 215–233
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