This presentation examined the use of information and communication technologies (ICTs) to support English as a second language (ESL) learners. The presentation included sections on methods, findings, discussion, conclusions, implications, and limitations. Key findings were that ESL learners perceived improved literacy skills using ICTs, and their actual literacy skills did improve with ICT use according to assessments. The presentation concluded that ICTs can provide beneficial support for ESL learners' literacy development.

1. ESL Supported Through ICTs
A presentation by John Graham,
in partial fulfillment for course Education 6610:
Research in Computers in the Curriculum

3. Methods

6. Findings

8. ESL learner attitudes and ICT supported
learning

11. ESL learners perceived improved literacy
using ICTs

14. ESL learners actual improved literacy using
ICTs

18. Discussion

21. Conclusion

23. Implications

25. Limitations

27. References

28. 1. Beasley, R. E., & Chuang, Y. (2006). The effects of
web-based American music, lyrics, definitions, and
explanations on Taiwanese ESL learners. Journal of
Educational Technology Systems, 34(4), 461-471.
2. Biesenbach-Lucas, S., Meloni, C., & Weasenforth, D.
(2000). Use of cohesive features in ESL students' e-mail
and word-processed texts: A comparative study. Computer
Assisted Language Learning, 13(3), 221-237.
3. Choi, S., & Clark, R. E. (2006). Cognitive and affective
benefits of an animated pedagogical agent for learning
English as a second language. Journal of Educational
Computing Research, 34(4), 441-466.

29. 4. Dieperink, M. (2008). A rural South African experience
of an ESL computer program. International Journal of
Emerging Technologies in Learning (iJET), 3(2008).
5. Greenfield, R. (2003). Collaborative e-mail exchange
for teaching secondary ESL: A case study in Hong Kong.
Language Learning and Technology, 7(1), 46-70.
6. Lin, M. H., Groom, N., & Lin, C. Y. (2013). Blog-
assisted learning in the ESL writing classroom: A
phenomenological analysis. Educational Technology &
Society, 16(3), 130-139.

30. 7. Liu, P. L. (2011). A study on the use of computerized
concept mapping to assist ESL learners’ writing.
Computers & Education, 57(4), 2548-2558.
8. Long, G., Vignare, K., Rappold, R. P., & Mallory, J. R.
(2007). Access to communication for deaf, hard-of-hearing
and ESL students in blended learning courses. The
International Review of Research in Open and Distance
Learning, 8(3).
9. Nakamaru, S. (2011). Investment and return: Wiki
engagement in a “remedial” ESL writing course. Journal of
Research on Technology in Education, 44(4), 273-291.

31. 10. Park, H. R., & Kim, D. (2011). Reading-strategy use
by English as a second language learners in online
reading tasks. Computers & Education, 57(3), 2156-2166.
11. Tanner, M. W., & Landon, M. M. (2009). The effects of
computer-assisted pronunciation readings on ESL
learners’ use of pausing, stress, intonation, and overall
comprehensibility. Language Learning & Technology,
13(3), 51-65.
12. Thang, S. M., Lin, L. K., Mahmud, N., Ismail, K., &
Zabidi, N. A. (2014). Technology integration in the form of
digital storytelling: mapping the concerns of four
Malaysian ESL instructors. Computer Assisted Language
Learning. Advance online publication.
doi:10.1080/09588221.2014.903979

32. 13. Traore, M., & Kyei-Blankson, L. (2010). Using
literature and multiple technologies in ESL instruction.
Journal of Educational Multimedia and Hypermedia, 19(4),
451-467.
14. Zha, S., Kelly, P., Park, M. K., & Fitzgerald, G. (2006).
An investigation of communicative competence of ESL
students using electronic discussion boards. Journal of
Research on Technology in Education, 38(3), 349-367.
15. Zhang, A. (2010). The integration of mastery learning
in English as a second language (ESL) instruction.
International Journal Of Instructional Media, 37(1), 91-
102.