Technology-Assisted Reading Instruction for English Language Learners: A Methodological Review

Abstract

Purpose By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions. Design/Approach/Methods This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes. Findings A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners’ literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs’ reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources. Originality/Value As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic.

A New Era in EdTech: Emerging Challenges and Opportunities

“…In the first paper, "Technology Assisted Reading Instruction for English Learners: A Methodological Review," Zuo and Ives (2023) share a review of 32 peer-reviewed articles published over the past two decades on technology-assisted reading instruction (TARI) for English language learners (ELLs). Their review demonstrates the benefits of TARI for ELL students, as this approach provides scaffolding for students' reading performance, increases their reading motivation, and offers opportunities for collaborative learning.…”

“…For example, Kim, Borowiec, et al's (2023) study on EdTech leaders addresses the gap in research on industry partners, but more work is needed. Zuo and Ives (2023) found that most research on TARIs has been conducted on elementary school students, whereas limited research has been…”

“…They recommend that future research also use other evaluative tools such as portfolios. Zuo and Ives also note that more professional development is needed to “[leverage] the enormous potential of TARI” (2023, p. 19). Teachers can be trained to “equip students with the skills necessary to make technology a facilitator of their literacy development” (Zuo & Ives, 2023, p. 19).…”

“…First, several authors claim that EdTech's ability to change education depends on its users. For example, several studies have described the importance of providing teachers with adequate professional development to leverage EdTech tools (Bonk & Zhu, 2023; Shin et al, 2023; Wang, 2023; Zuo & Ives, 2023). Students must also engage in new multimodal literacies (Kim, Park, et al, 2023; Unsworth, 2023).…”

“…For example, Kim, Borowiec, et al's (2023) study on EdTech leaders addresses the gap in research on industry partners, but more work is needed. Zuo and Ives (2023) found that most research on TARIs has been conducted on elementary school students, whereas limited research has been conducted on kindergarten, middle, and high school students. In Wang's (2023) study, ease of use was not a factor in technology integration among in-service English teachers, which contrasts with prior research on pre-service teachers.…”