Running head: MODULE 6 RESEARCH

Module 6 Research
Bridgette Mercer
University of West Georgia
MEDT
7490
Dr. Yun-Jo An
Article 1
The first article that I chose to analyze was The Relationship Between Mathematics and
Language: Academic Implications for Children With Specific Language Impairment and English
Language Learners. This article was written by Mary Alt, Genesis D. Arizmendi, and Carole R.
Beal. The article described a study on the effects of math, focusing on the language of math, and
language impairment and English language learners. The study was conducted in order to
determine if students with language impairments or English language learners are at a
disadvantage in Math due to the heavy language load of the subject.
During the course of a two-week period, ten schools and one summer program
participated in a study, which included 61 students. Of the 61 students, 20 students had a
specific language impairment, 20 students were English Language Learners (ELL) and 21
students were native English speaking. The study consisted of the implementation of three
computer based mathematics games, which varied, in language commands. The games targeted
number comparison, quantity comparison and attribute memory. The games were designed to
target visuospatial working memory. All students used a touch screen that was attached to a
Gateway computer to play the games.
Prior to the beginning of the study, a developmental assessment of mathematics concepts,
Key Math 3 was administered to the students. The test consisted of three subtests: basic concepts,
operational knowledge and application. The same assessment was administered after the students

had an adequate amount of time working with each game. The research questions were
addressed with a mixed-design repeated-measures analysis of variance. The results from the
gaming software and the Key Math 3 assessment, presented that lightening the language load
during instruction, does in fact lead to an increase in student performance, specifically for
students with language impairments and English language learners. The study found that students
with specific language impairments have a more difficult time with working memory and
English language learners have a more difficult time processing language heavy tasks as well as
symbol processing.
I have seen this problem of language overloading in my own classroom and the schools
where I have taught. The goal is to decrease the heavy language load as much as possible and
provide more visual and hands on concepts for students with language impairments and English
language learners. These students have a difficult time verbally recalling facts, such as counting
in rote, number identification and vocabulary skills. In order to address this problem in my
classroom, I try to provide as much visual support as necessary. However, after reading this
article, I discovered that adding the primary language for the English language learners may help
increase their performance as well. For example, allowing the ELL students to hear the
questions and possibly even the vocabulary in both languages. Although, our school system does
not have the resources available, technology is making this a possibility in the future. In the
meantime, I can use games as mentioned in the article that are not heavy in language to help
accommodate the students in my classroom that may have a specific language impairment or
English language learners.
Alt, M., Arizmendi, G. D., & Beal, C. R. (2014). The Relationship Between Mathematics and
Language: Academic Implications for Children With Specific Language Impairment and
English Language Learners. American Speech-Language-Hearing Association, 45(), 220233.
Article 2
The second article that I chose to analyze was Using Augmented-Reality-Based Mobile
Learning Material in EFL English Composition: An Exploratory Case. This article was written
by Pei-Hsun Emma Liu and Ming-Kuan Tsai, The study was conducted to determine if mobile
learning devices are helpful in assisting English as a foreign language (EFL) learners with
English composition skills.
In 2011, five 20-year-old undergraduate college students studying English composition as
a foreign language were part of a study used to determine the effectiveness of AR based mobile
learning. The students in this study had no previous learning with mobile devices. The study
used a mixed method, qualitative and quantitative, to collect and analyze data. The data
consisted of student essays, reflections on open-ended questionnaires and analysis of the words
and sentences in the participants essays.
The students were asked to write an essay, in English, to introduce and describe their
campus. Then, the students were allowed to use the AR based mobile learning material take a
short virtual tour around their campus. At this point, the visuals provided words in the English

MODULE 6 RESEARCH

language as well as descriptions. The students then used the information to further describe the
scenery of the campus and add details to their writing. Their writing was scored as part of the
data collected for the study.
The results indicated a significant increase in the students content knowledge as well as
the ability to produce meaningful essays. The students were able to refer to a greater amount of
English words in their essays and use them appropriately, after they were exposed to the AR
mobile learning. The results proved that the students vocabulary and quality of their writing did
in fact increase after the use of the AR mobile based learning activity. Furthermore, the students
indicated that they felt more confident in the ability to produce an essay in English after gaining
the additional support from the learning activity.
Although this study was conducted using participants who were learning English as a
foreign language, I found it was appropriate for this research assignment. Many of the English
language learners that I have in my class are in fact learning English for the first time. This
article is among many, which have presented the findings that support using technology in the
classroom to support English language learners. I can relate to the fact that visuals such as virtual
tours can increase students confidence levels as well as improve their writing skills. This has
proven true for non-English language learners in the past. We as educators need to be more
aware of the resources provided by technology for all students. Besides, the visual support
provided by technology is an outstanding resource that has not always been present for educators
and students.
Liu, P. E., & Tsai, M. (2012). Using Augmented-Reality-Based Mobile Learning Material in EFL
English Composition: An Exploratory Case. British Journal of Educational Technology,
44(1), E1-E4.
Article 3
The final article that I chose to analyze for this assignment was An Investigation of
Game-Embedded Handheld Devices to Enhance English Learning. This article was written by
Hui-Chun Hung and Shelley Shwu-Ching Young. The article describes a study that was
conducted in order to determine the advantages of educational games and wireless handheld
technology. The study focused on promoting English learning with technology.
In Taiwan, 30 sixth graders were chosen to be part of a study. The 30 students were split
in two groups, one group was a control group and the other group was an experimental group,
each group had 15 students. This study consisted of two phases, game design and
implementation/ evaluation. There were three research questions created to guide the study:
Does the game-based learning improve learners enjoyment? Would game-based learning make
any difference to the group interaction with or without the handheld devices? How do gamebased learning and handheld devices affect the interaction between students? In order to
determine the motivation and interaction between students, qualitative and quantitative data was
collected. A trained observer and videos were used to record the participants involvement and

MODULE 6 RESEARCH

interaction. The participants completed a questionnaire in which the students rated their outlook
on the game.
The game was designed to target English vocabulary using different themes. The game,
Connecting English Word Game (CEWG) is a competitive game used between two groups of
students. The two groups of students, control group and experimental group, played the game in
a different ways. In the first group, each student had their own tablet to play the game. In the
second group, the students played the game in the conventional way, using cards and game
boards.
The results indicated that the game-embedded handheld devices did in fact increase the
students participation in the game and group interaction as well as the students motivation. The
group of students that used the tablets to play the game demonstrated to be more active in
learning. The students were more engaged during the game, keeping their focus and active
participation was not a concern for the group with the handheld devices as compared to the group
without the handheld devices.
In my previous classroom experiences, I have found this to be true as well. Students
would much rather play a game to review or learn a new concept. Moreover, students become
more involved and self-motivated if the game if presented in the form of technology.
Hung, H., & Young, S. S. (2015). An Investigation of Game-Embedded Handheld Devices to
Enhance English Learning. Journal of Educational Computing Research, 52, 548-567.
Overall Reflection
I chose to research three articles that integrated learning with technology and English
Language Learners (ELL). The reason that I chose to research the combination of the two topics
is that I have many English Language Learners in my classroom. I have a difficult time reaching
the ELL students and I am desperate to find a way to make them feel successful as well as
accelerate in the classroom. I want to be able better meet the needs of all students in my
classroom. Technology is a wonderful resource that has provided me with many new solutions
for teaching the students in my classroom. From motivation to remediation, technology has the
means for meeting the needs of all students and various learning styles. The articles and case
studies were a promising reminder that the use of technology can assist me in meeting the needs
of all of my students.

MODULE 6 RESEARCH

References
Alt, M., Arizmendi, G. D., & Beal, C. R. (2014). The Relationship Between Mathematics and
Language: Academic Implications for Children With Specific Language Impairment and
English Language Learners. American Speech-Language-Hearing Association, 45(), 220233.
Hung, H., & Young, S. S. (2015). An Investigation of Game-Embedded Handheld Devices to
Enhance English Learning. Journal of Educational Computing Research, 52, 548-567.
Liu, P. E., & Tsai, M. (2012). Using Augmented-Reality-Based Mobile Learning Material in EFL
English Composition: An Exploratory Case. British Journal of Educational Technology,
44(1), E1-E4.