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Language Acquisition in ESL Classes for Grade Six

The Impact of Utilizing iBooks on Learners’ Academic Engagement and Language Acquisition in ESL Classes for Grade Six

by

Amal HmedehA Thesis

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Masters of Education

Educational Management and Leadership

School of Education

International University of Beirut (IUB)

Beirut, Lebanon

May 2017

Supervised by

Dr. Hasan YounessAbstract

With the development of technology in all fields and in education in particular such as the usage of iPads, iTouch, Webpages, Glogster and many others, the learning environment has revolved to appear more interesting and intriguing. Technology had proven to help people achieve more in less time. The aim of this study was to probe the impact of utilizing iBooks on learners’ academic engagement and language acquisition in ESL classes for Grade Six. The study employed descriptive quantitative methodology to answer research questions. The sample contained 55 learners and was selected using purposive sampling technique. The data was collected from the selected population using standardized structured questionnaire between February and March 2018, and it was analyzed via SPSS software version 22.0. The results have unveiled that iBooks has positive influence on learners’ academic engagement and language acquisition within classroom and home context. The results divulge a statistically significant relationship between the perception of iBooks and learners’ engagement and language acquisition. The researcher highly implies a positive impact of iBooks in enhancing the mediums used in education and adopting latest trends in technology in order to engage learners enthusiastically in the process of learning as technology had become a synthesized and unified part of their daily lives.

Keywords: iBooks, Glogster, ESL classes

Introduction and Theoretical Framework

Development of the Issue in Published Literature

To improve and better understand the language acquisition process of English Language, it demands a fundamental knowledge on how second language acquisition works. A throwback on the developmental learning stages extensively studied by Vygotsky (1931) and Piaget (1962) is necessary for the analysis of language acquisition. In order to have a more distinct perception of the language acquisition process, these theories are the roadmap and key element to an illuminate view.

Vygotsky (1978) and Piaget (1926) foreground the crucial role of the process known as constructivism. This process also highlights the importance of peer interaction in cognitive development. According to Piaget, cognitive fundamentals tackle the importance of solving cognitive problems encountered during peer interaction. The online learning which is a technology tool matches Piaget’s constructivist theory. As advocated by Piaget and Vygotsky, possessing the ability to interact with the current environment leads to elevated learning abilities.

As constructivism pinpoint peer interaction as a tool to develop cognitive abilities, theories of second language acquisition by Krashen (1982) advocate another type of social interaction in obtaining a second language.

Krashen (1982) and Echevarría, Vogt, and Short (2013) highlight the significance of integrating technology to enhance ESLs’ engagement and language acquisition. Krashen (1982) argues that for a learner to acquire a second language, he should be exposed to comprehensive input with low affective filters. The affective filter is identified by Krashen as elements which holdbacks second language acquisition. Elements such as demotivation, boredom, and anxiety.

SLA’s theoretical framework provides insights on how to acquire a second language. Therefore, this study aims to examine the influence of utilizing technology tools such as iBooks to facilitate learners’ engagement and language acquisition in ESL classes.

As Rodriguez and Bellanca (2007) mention: “Piaget introduced the concept that the teacher’s major role is the creation of a rich learning environment appropriate to the student’s cognitive development.” (p. 17). Krashen’s theory tackling language acquisition highlight the elements that has impact on learners’ language acquisition. In addition, he mentions that: “Some second language theorists have assumed that children acquire, while adults can only learn.” (Krashen, 1982, p 10). Based on Krashen’s theory, motivation is a major factor influencing language acquisition and is divided into internal and external one. Internal motivation is embedded in one’s emotions whereas the external motivation lies in the environment such as the methods used to reinforce learning. The affective filter hypothesis developed by Krashen (1982) basically rely on the emotional status. The key to language acquisition is the learner’s compassion. The affective elements may influence learners’ engagement and language acquisition positively or negatively. If the learner does not exist in a tranquil environment which allows engagement and language acquisition and grants comprehensive input in the absence of affective filter elements, the learning process or language acquisition will be doomed to failure. Therefore, utilizing technology tools trigger learners’ motivation and interaction in the learning process

Statement of the Problem

When globalization was first introduced as a concept, people were not aware fully of its consequences or impact. One major consequence was the wide spread of English Language where it came to be a leading communication vehicle (Tsedal, 2012) obliging people from all around the world to conduct business or communicate using this particular language. A high percentage of people choose to enroll their children in schools teaching English as a second language, for the language had become a necessity and an efficient tool of communication. In an attempt to promote English as a second language at schools, technology has answered that desire because of the growing interest from beneficiaries such as learners and schools. Adopting and implementing technology in classroom context had crossed the boundaries of traditional teaching methods leading to an elevated level of interaction and engagement of learners. The 21st century performed a revolution in technology where learners are exposed to technology at a very young age. Utilizing technology in the classroom will not accelerate the mastery of new languages, but it will definitely aid the learning process where learners are always excited to engage in an educational online game, or get motivated to watch a video about a skill to be acquired. When technology is properly implemented, it will lead to fast learning outcomes. The aim of this study it to unveil the primary role of technology and iBooks in particular on learners’ engagement and language acquisition in ESL classes. This study will shed light on the learners’ academic engagement and language acquisition post integration of iBooks. It will also compare technology-based classrooms to that of traditional.

Purpose of the Study

When technology is interwoven comprehensively into a pedagogy, it can act as a victorious tool and positively influence learners’ academic engagement and language acquisition. By implementing technology, we are not only achieving a social revolution, but we are also maintaining a positive learning environment that embraces diversity in any culture: “We can transform any curriculum to confront racism, sexism, classism, ethnocentrism, disability, or xenophobia.” (Clayton, 2003, p 179). Utilizing technology in a school framework is not an exception anymore. It is not called creativity or extra-curricular activity rather it has reformed into a norm. Technology had become a non-scrutinized part of learners’ lives where learners and educators as well are asked to stay up-to-date with the latest tools used in the field of education. This study strives to appraise the impact of iBooks on learners’ engagement and language acquisition in ESL classes for Grade Six.

Chapter Three: Review of the Literature

You cannot come across the term Language acquisition for ESL learners and not highlight the crucial influence of globalization which was a primary cause for the high demand on multilingual speakers. Given the high demand, this study focuses on evaluating the impact of utilizing iBooks in ESL classes. ESL learners encounter various impediments in reading, writing, and oral competencies. Their limited mastery of English as a language often leads to poor academic achievement (Freeman & Freeman, 2011) and decreases their chance of taking the spotlight at school (Echevarría, Vogt, & Short, 2013). For ESLs to be performing harmoniously, they will need high quality literacy instruction that will aid their language acquisition (Echevarría, Vogt, & Short, 2013). A significant tool that will help ESLs encounter the mentioned struggle is implementing technology-based classrooms which provides learners with creative comprehensible input. One tool that will help struggling ESLs is technology-based differentiated instruction, defined as scaffolding strategies that include but are not limited to digital tools that provides exciting, hands-on and innovative comprehensive input. In this context, the term comprehensible input emphasizes on granting learners comprehensible instructions (Echevarría, Vogt & Short 2013). Krashen (1982) highlights the crucial role comprehensive input can play in language acquisition for ESLs.

According to Krashen (1982), the main source of second language acquisition is the language input. Therefore, the input has to be comprehensible and has to take place in a low affective filter environment for learning to take place (Krashen, 1982). A low affective filter environment is an environment in which distractive factors, such as anxiety, daydreaming, and boredom serve as a barrier preventing language acquisition from taking place. As a result of technology-based classroom, learners become to be more enthusiastic when offered to learn via a technological tool. Researchers have opposing perceptions regarding the impact of utilizing technology on ESLs and the process of language acquisition. When technology-based pedagogy is becoming a norm and not an extra-curricular activity (Chuang, 2013), pioneers of traditional teaching strategies demur at adapting such evolution and seek to preserve the status quo.

Aiming to study the influence of iBooks on ESLs, this chapter will cover (1) an overview on engagement theories (2) an overview of second language acquisition (SLA) theory (3) a comparison between technology-based methods and traditional teaching methods.

Academic Engagement Theory

Over the last seven decades. Educators had become obsessed with the term engagement. They came to seize any opportunity that crosses their paths to use engagement in order to improve the disaffection and avert learners’ boredom. Educators tend to use engagement as a tool of intervention. If educators want to emphasize learners’ different patterns in cognition, behavior, and motivation then engagement answers their desire. Different researchers have offered various terms and coverage of engagement such as school engagement (e.g., Fredricks et al., 2004), study engagement (e.g., Schaufeli et al., 2002), and student course engagement (e.g., Handelsman, Briggs, Sullivan, & Towler, 2005). Some examples of the plethora of engagement definition can be found in Annexes, Table1.

Finally, while a manifold of terms and definitions have been offered, engagement

is broadly a positive and proactive term that captures learners’ quality of participation, investment, commitment, and identification with school and school-related activities to enhance learners’ performance. Engagement can be measured through different instruments such as learner self-report where learners’ perceptions and voices are heard louder, educators’ reports on learners which is based on educators’ experience with the learners, and last but not least, observational measures which relies on educators’ consistent observational experience.

Second Language Acquisition Theory

According to Krashen’s (1982) input theory it is a must to utilize different means and strategies to make instructions and concepts accessible and understandable to learners, includes : “a conscious effort to make the lesson understandable through a variety of means” (Echevarría, Vogt, & Short, 2013, p 97). By means, researcher tend to highlight new innovative tools which aids learners’ language acquisition, motivation and interaction and not only traditional methods such as visual aids. However, the affective filter theory revolves around learners’ factors that block the learning process or act as an impediment such as boredom and anxiety. Therefore, the affective filter addresses itself as: “the role of affective factors in the process of language acquisition” (Freeman & Freeman, 2011, p 123). Affective filter theory was first introduced by Burt and Dulay (1977) and was then segmented by Krashen (982). As stated by Krashen (1982) the primary components of the affective filter theory are:

Motivation: verbal incentives is crucial to enhance and stimulate language acquisition.

Self-confidence: To shepherd a better language acquisition, self-esteem is the key.

Anxiety: Language acquisition can be reached smoother with lower anxiety levels.

These elements inducing the language acquisition are highlighted by both the affective filter and the comprehensive input theories.

Technology-based classes activate learners’ over-all performances. Several researches validates that technology reinforces learners’ self-esteem, acquires language hastily, declines the level of anxiety, and opens a wide variety of opportunities on different levels for learners’ engagement. Research sheds light on the influence technology tools on the learning process where comprehensive input leads to the declination of learners’ affective filter. Turgut (2011) stresses on the significance of technology-based domains in teaching literacy. Turgut’s research aimed to evaluate the crucial role of laptops in classes. Four ESL teachers, six ESL students and three school administrative were interviewed. Purposeful sampling procedure was used with the participants. As mentioned by the author, “the research question guiding the study, data collection, and data analysis was: How are laptops utilized in ESL classrooms as part of a one to one laptop program in an urban school context?” (Turgut, 2011, p. 29) Turgut’s research targeted a group of learners taking their needs into consideration. Data from the research was analyzed using grounded theory and selective coding. The outcome of the research showed that the laptop’s usage provided teachers with an advanced visual learning content through online games. It also generates a tranquilizing environment via playing music and highly supported the ESLs learning development (Turgut, 2011). The study findings pinpointed that teachers use laptops for a better delivery of instructions, concept, and skills. As for learners’ usage of laptops, it showed that it authentically helped the developments of English language skills especially when preparing projects. Turgut (2011) pointed that the study had come in parallel with earlier researches. Based on Turgut’s (2011) study, the author concluded that: “Laptops are used to meet language related needs of ESL students” (Turgut 2011, p. 43). To put it concisely, Turgut’s study correlates the usage of a comprehensive tool which was the laptop to better the language in a low affective environment (Krashen, 1982). Therefore, the author emphasizes the primary role of technology in reinforcing comprehensive input by declining learner’s elements of affective filter.

The same outcome was reached by Bahrani and Tam (2012). The sample included 107 insightful educators, ages ranging between 18 to 23 years old, TESL is their major. 60 low-level language learners were chosen and were divided into three groups. The tool used was (IELTS) in order to assess language proficiency. Researchers after administering IELTS pre-posttests, provided the sample with various audio-visual to work on within the classroom context. Post 10 weeks of implementing the program, all the participants were subjected to the second form of audio-visual as a post-test to assess improvement in language acquisition. Their study results showed that: “although audiovisual programs generally are a great source of authentic language input for teaching/learning purposes, more caution should be given to the selection of the type of audiovisual program for low level proficiency learners” (Bahrani & Tam, 2012, p 63). The study displayed that technology tools such as short movies, audiovisual programs, online games and much more are educational mediums used to aid learners’ ESL experience and provide them with access to comprehensive input by lowering their affective filters. When comparing these tools to traditional teaching methods, the results outperform the last especially in lowering learners’ affective filter which is highlighted by Krashen’s (1982) theory. Technology is perceived as a key factor to develop various standards on different levels. It was used to accomplish tangible outcomes in the field of education; however, there was a period of time where technology tools did not exist. In order to perceive a comprehensible picture of, a comparison of these two periods is highly recommended.

Technology-based methods versus traditional teaching methods.

In the field of second language acquisition, traditional teaching methods refer to the learning process where memorizing the rules is essential such as grammar and syntax which usually take place in an environment occupied by anxiety (Krashen 1982). This learning process depends on the conscious effort we employ using learnt knowledge. Memorizing and consciously learning were methods used widely in the absence of technology. Traditional teaching methods implied that:

“The way to develop competence in a second language is by language learning. We will use the term “learning” henceforth to refer to conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. In non-technical terms, learning is “knowing about” a language, known to most people as “grammar”, or “rules”. Some synonyms include formal knowledge of a language, or explicit learning.” (Krashen, 1982, p 10).

The traditional method rigorously stressed on grammar rules which created an environment filled with boredom, anxiety, and resentment. In a classroom, a flexible environment is always needed unlike a class which stresses on grammar memorization and learned syntax to block the path of language acquisition, in addition, to causing stress and anxiety to learners. This traditional method when contrasted to technology-based methods unveil limitations in acquiring language acquisition. Technology-based methods provide a resort and the study of Bahrani and Tam (2012) perfectly depict this. The author argues that when learners are exposed to various kinds of authentic and new material such as technology tools, they develop interest: “audiovisual programs can be incorporated as authentic sources of potential language input for second language acquisition.” (Bahrani, & Tam, 2012, p 56). Comparing technology-based teaching methods to that of traditional of second language acquisition: “computers assume the role of toys by creating environments that allow children to manipulate text in a variety of ways the same way a child manipulates blocks. A “toy” like the computer could accelerate reading acquisition by providing opportunities to “play” with the text.”(Carrasquillo, & Nunez, 1988, p 8). (Carrasquillo & Nunez, 1988) study had 68 4th graders selected randomly from a Spanish low-income school from Porto Rico. The sample was tested using the (a) the inter-American test of reading, (b) the language Assessment battery, (c) the sequential reading skills test, and (d) the computer-assisted reading lessons with embedded metacognitive strategies. The uniqueness of this study lies behind the instruments used which were the traditional reading skills of students and a computer-assisted method. Pre and post-test data were collected. The outcome of this educational research is worth mentioning:

The use of computer as a medium of instruction enables students to work at their own pace while acquiring metacognitive skills.

The flexibility and adaptability of the computer technology allow students to recreate situations, repeat tasks and manipulate their own learning process.

Computer-aided reading instruction can promote comprehension when metacognitive strategies are programmed into software.” (Carrasquillo, & Nunez, 1988, p. 17).

Contrasting technology based methods to traditional teaching methods, engagement transpires as a key factor. The propulsion behind the accomplishments, was engagement and motivation: “students are found to be motivated to learn when they thought the learning task was meaningful and interesting” (Semerci & Duman, 2013, p 138). The study highlights the crucial role of teachers in the academic engagement of learners and making graspable learning tasks. Using laptops, smartboards, or iPads allow learners to interact and engage in an elevated manner in the learning process.

In addition, traditional based methods neglect learners with special needs or disabilities. O’Malley et al. (2013) foreground the perquisite of utilizing iPads to aid learners with visual impairments and communication disorders. O’Malley et al. (2013), revealed: “Mobile technology devices, like the iPad, are fundamentally altering the paradigm of traditional education and blurring the lines between assistive technology and instructional technology” (p 2). According to the study, the iPad was a highly effective instructional tool used to embrace the needs of learners with disabilities. Another advantage was revealed for using technology-based methods which is engagement. (Godzicki, Godzicki, Krofel, & Michaels, 2013) study included a sample of 116 learners who conducted a survey gauging their engagement and motivation in the classroom. The research reveals that when innovative tools such as iPad application, computer software and web tools are integrated in a classroom setting, learners’ engagement increases swiftly. The advantages embedded within technology tools depict an improvement on the level of comprehensive input and engagement. Krashen (1982) emphasized that when technology tool is utilized as a comprehensive input, it enriches the visual, written and oral input which develops a better language acquisition.

Research Questions

1 . What impact has the iBooks advocated to comply with the development of language acquisition?

2 . To what extent do iBooks elevate learners’ engagement in the classroom?

Research Hypothesis

In order to probe the above mentioned questions, the researcher further developed the following hypotheses:

H01: iBooks does not influence positively the learners’ language acquisition.

HA1: iBooks will positively impact learners’ language acquisition.

H02: iBooks does not influence positively the learners’ academic engagement.

HA2: iBooks will positively impact learners’ academic engagement.

Design and Methodology

In order to better answer the research hypothesis a mixed methodology will be used.

This will include a quantitative survey and a focus group. The quantitative survey will be completed by learners and will objectively rate their academic achievement and perceptions regarding how much they got engaged with the curriculum when ibook technology was introduced. On the other hand, the focus group discussion will use thematic analysis to identify themes related to achievement and engagement based on the theoretical framework discussed earlier sign and Methodology. An informed consent was implemented and sent to the interviewees for ethical issues. All information mentioned in the survey, and the identity of the interviewees will remain confidential.

Sample of the Study

The survey will be completed by 33 learners who constitute all six grades learners who are utilizing iBooks and currently enrolled. The focus group discussion will include randomly selected learners from the 55 learners who completed the survey, in addition to the school’s principal, HOD..etc as important stakeholders in enriching the discussion with their perspectives and teaching experience in utilizing technology versus traditional methods

Instrument of the Study

The instrument of the study was a survey targeting learners’ academic engagement and language acquisition toward iBooks. The questionnaire was a standardized. Many variables were included such as gender, experience-based variables… The questionnaire will be answered using a Likert-type scale.

Validity of the Instrument

To ensure validity, the questionnaire’s statements was demonstrated to experts in educational technology, English Language curricula and pioneers in the field of education.

Reliability of the Instrument

To ensure the reliability of the questionnaire, the researcher applied it to a sample pilot of 20 English Language teachers using iBooks in their classrooms

Limitation

Promoting for a technology-driven classroom is not as easy as one can imagine. It requires tremendous efforts from different beneficiaries such as teachers, learners, parents, and principals. As technology tools had become a non-scrutinized part of our daily lives, one cannot accept living without a cell phone, iPad or a tablet. One of the oddities of this study is that the limitations found do not match with the review of literature tackling the progress caused by technology. Amory (2007) is one of the few researchers who discussed the limitation of utilizing technology in the field of education. Amory (2007) advocates in his study: “While it is often argued that technology could act as a change agent and transform educational practices, individuals, communities, government and society holding their own ideological beliefs limit such a liberalization of the educational system.” (Amory, 2007, P 655). As any other creative tool, technology as a tool should be regulated and monitored by specialists at school such as IT members, parents, and teachers to monitor the harmonization of the technology process. The mentioned harmonization must include all beneficiaries such as school administers, teachers, parents, and IT members. Another limitation was that not all teachers master the skills of utilizing iPads in the classroom especially when they encounter certain challenge during mirroring. Also, this study has unveiled an accessibility drawback in two terms. In terms where learners are misusing iPads in class sometimes as they play games. In other terms, not all learners are able to enroll in such schools where they promote an iPad-driven classroom since it is not smoothly affordable.

Delimitation

The school’s principal, and member of the board of director, Dr. Ghia Suifan played an instrumental role in not only facilitating the smooth implementation of this study, but also working to retain progression that all teachers, learners, and special educators were requested to engage in the survey. This collaboration was noteworthy and had significant impact on conducting this study with accuracy and relevancy.

Significance of the Study

Since iPads were first introduced at school, a dilemma took place between supporters and adversaries of the ideology of iBooks replacing regular books. The school had the decision to adopt technology in class despite that embracing technology within the school environment is not well established and still controversial in the Lebanese context. However, having felt the responsibility to promote this field by using better pedagogical tools for its learners decided to introduce iBooks even though research in this field is scarce in Lebanon. In addition, the school was one of the pioneers in Lebanon to integrate iBooks in the curriculum, or in other words to replace books with iBooks. Therefore, the school held a major responsibility in terms of benefiting the learners and educators as well in creating a more interactive learning environment. It was intended to facilitate learners’ language acquisition in a motivational instructional process where all learners are involved and intrigues to take part in classroom discussions and online games, in addition to demonstrating appealing videos which help in an accelerated mastery of concepts and skills.

The assessment policy of utilizing iBooks should be well identified so as not to have it evaluated as unreliable, ineffective, and unaccountable, though accountability is a key pillar in any program.

In addition, this research study gives teachers an opportunity to take part in evaluating the and examining the impact of utilizing iBooks on the learners’ academic performance in EFL classes.

References

Amory, A. A. (2007). It’s not about the tool, it’s about the ideology. South African Journal of Higher Education, 21(6), 657-673.

Bahrani, T., & Tam S. S. (Oct, 2012), Audiovisual news, cartoons, and films as sources of authentic language input and Language Proficiency Enhancement. Turkish Online Journal of Educational Technology 11 (4) 56-64 .Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ989255Dulay, H. & Burt, M. (1977) Remarks on creativity in language acquisition. In M. Burt, H. Dulay and M. Finnochiaro (Eds.) Viewpoints on English as a Second Language. New York: Regents. pp. 95-126.

Carrasquillo, A., & Nunez, D. (1988). Computer-assisted metacognitive strategies and the reading comprehension skills of ESL elementary school students. Retrieved from http://www.eric.ed.gov.ezproxy.cu-edu/contentdelivery/servlet/ERICServlet?accno=ED301838.

Clayton, J. B. (2003). One classroom, many worlds: Teaching and learning in the cross-cultural classroom. Portsmouth, NH: Heinemann.

Chuang, H., (Apr, 2013) Does technology drive pedagogy? International Journal of Education in Mathematics, Science and Technology 1 (2), 75-82. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED543275Echevarría, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English learners: The SIOP model (4th ed.). Boston, MA: Pearson/Allyn & Bacon.

Freeman, D. E. & Freeman, Y. S. (2011). Between worlds: Access to second language acquisition (3rd ed.). Portsmouth, NH: Heinemann.

Godzicki, L., Godzicki, N., Krofel, M., & Michaels, R. (2013). Increasing motivation and engagement in elementary and middle school students through technology-supported learning environments. Retrieved from http://www.eric.ed.gov.ezproxy.cu-portland.edu/contentdelivery/servlet/ERICServlet?accno=ED541343.

Krashen, S. (1982). Principles and practice in second language acquisition. London: Pergamon Press.

O’Malley, P., Jenkins, S., Wesley, B., Donehower, C., Rabuck, D., & Lewis, M. B. (2013). Effectiveness of using iPads to build math fluency. Retrieved from 41 TE

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Uncategorized

Language Acquisition in ESL Classes for Grade Six

The Impact of Utilizing iBooks on Learners’ Academic Engagement and Language Acquisition in ESL Classes for Grade Six

by

Amal HmedehA Thesis

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Masters of Education

Educational Management and Leadership

School of Education

International University of Beirut (IUB)

Beirut, Lebanon

May 2017

Supervised by

Dr. Hasan YounessAbstract

With the development of technology in all fields and in education in particular such as the usage of iPads, iTouch, Webpages, Glogster and many others, the learning environment has revolved to appear more interesting and intriguing. Technology had proven to help people achieve more in less time. The aim of this study was to probe the impact of utilizing iBooks on learners’ academic engagement and language acquisition in ESL classes for Grade Six. The study employed descriptive quantitative methodology to answer research questions. The sample contained 55 learners and was selected using purposive sampling technique. The data was collected from the selected population using standardized structured questionnaire between February and March 2018, and it was analyzed via SPSS software version 22.0. The results have unveiled that iBooks has positive influence on learners’ academic engagement and language acquisition within classroom and home context. The results divulge a statistically significant relationship between the perception of iBooks and learners’ engagement and language acquisition. The researcher highly implies a positive impact of iBooks in enhancing the mediums used in education and adopting latest trends in technology in order to engage learners enthusiastically in the process of learning as technology had become a synthesized and unified part of their daily lives.

Keywords: iBooks, Glogster, ESL classes

Introduction and Theoretical Framework

Development of the Issue in Published Literature

To improve and better understand the language acquisition process of English Language, it demands a fundamental knowledge on how second language acquisition works. A throwback on the developmental learning stages extensively studied by Vygotsky (1931) and Piaget (1962) is necessary for the analysis of language acquisition. In order to have a more distinct perception of the language acquisition process, these theories are the roadmap and key element to an illuminate view.

Vygotsky (1978) and Piaget (1926) foreground the crucial role of the process known as constructivism. This process also highlights the importance of peer interaction in cognitive development. According to Piaget, cognitive fundamentals tackle the importance of solving cognitive problems encountered during peer interaction. The online learning which is a technology tool matches Piaget’s constructivist theory. As advocated by Piaget and Vygotsky, possessing the ability to interact with the current environment leads to elevated learning abilities.

As constructivism pinpoint peer interaction as a tool to develop cognitive abilities, theories of second language acquisition by Krashen (1982) advocate another type of social interaction in obtaining a second language.

Krashen (1982) and Echevarría, Vogt, and Short (2013) highlight the significance of integrating technology to enhance ESLs’ engagement and language acquisition. Krashen (1982) argues that for a learner to acquire a second language, he should be exposed to comprehensive input with low affective filters. The affective filter is identified by Krashen as elements which holdbacks second language acquisition. Elements such as demotivation, boredom, and anxiety.

SLA’s theoretical framework provides insights on how to acquire a second language. Therefore, this study aims to examine the influence of utilizing technology tools such as iBooks to facilitate learners’ engagement and language acquisition in ESL classes.

As Rodriguez and Bellanca (2007) mention: “Piaget introduced the concept that the teacher’s major role is the creation of a rich learning environment appropriate to the student’s cognitive development.” (p. 17). Krashen’s theory tackling language acquisition highlight the elements that has impact on learners’ language acquisition. In addition, he mentions that: “Some second language theorists have assumed that children acquire, while adults can only learn.” (Krashen, 1982, p 10). Based on Krashen’s theory, motivation is a major factor influencing language acquisition and is divided into internal and external one. Internal motivation is embedded in one’s emotions whereas the external motivation lies in the environment such as the methods used to reinforce learning. The affective filter hypothesis developed by Krashen (1982) basically rely on the emotional status. The key to language acquisition is the learner’s compassion. The affective elements may influence learners’ engagement and language acquisition positively or negatively. If the learner does not exist in a tranquil environment which allows engagement and language acquisition and grants comprehensive input in the absence of affective filter elements, the learning process or language acquisition will be doomed to failure. Therefore, utilizing technology tools trigger learners’ motivation and interaction in the learning process

Statement of the Problem

When globalization was first introduced as a concept, people were not aware fully of its consequences or impact. One major consequence was the wide spread of English Language where it came to be a leading communication vehicle (Tsedal, 2012) obliging people from all around the world to conduct business or communicate using this particular language. A high percentage of people choose to enroll their children in schools teaching English as a second language, for the language had become a necessity and an efficient tool of communication. In an attempt to promote English as a second language at schools, technology has answered that desire because of the growing interest from beneficiaries such as learners and schools. Adopting and implementing technology in classroom context had crossed the boundaries of traditional teaching methods leading to an elevated level of interaction and engagement of learners. The 21st century performed a revolution in technology where learners are exposed to technology at a very young age. Utilizing technology in the classroom will not accelerate the mastery of new languages, but it will definitely aid the learning process where learners are always excited to engage in an educational online game, or get motivated to watch a video about a skill to be acquired. When technology is properly implemented, it will lead to fast learning outcomes. The aim of this study it to unveil the primary role of technology and iBooks in particular on learners’ engagement and language acquisition in ESL classes. This study will shed light on the learners’ academic engagement and language acquisition post integration of iBooks. It will also compare technology-based classrooms to that of traditional.

Purpose of the Study

When technology is interwoven comprehensively into a pedagogy, it can act as a victorious tool and positively influence learners’ academic engagement and language acquisition. By implementing technology, we are not only achieving a social revolution, but we are also maintaining a positive learning environment that embraces diversity in any culture: “We can transform any curriculum to confront racism, sexism, classism, ethnocentrism, disability, or xenophobia.” (Clayton, 2003, p 179). Utilizing technology in a school framework is not an exception anymore. It is not called creativity or extra-curricular activity rather it has reformed into a norm. Technology had become a non-scrutinized part of learners’ lives where learners and educators as well are asked to stay up-to-date with the latest tools used in the field of education. This study strives to appraise the impact of iBooks on learners’ engagement and language acquisition in ESL classes for Grade Six.

Chapter Three: Review of the Literature

You cannot come across the term Language acquisition for ESL learners and not highlight the crucial influence of globalization which was a primary cause for the high demand on multilingual speakers. Given the high demand, this study focuses on evaluating the impact of utilizing iBooks in ESL classes. ESL learners encounter various impediments in reading, writing, and oral competencies. Their limited mastery of English as a language often leads to poor academic achievement (Freeman & Freeman, 2011) and decreases their chance of taking the spotlight at school (Echevarría, Vogt, & Short, 2013). For ESLs to be performing harmoniously, they will need high quality literacy instruction that will aid their language acquisition (Echevarría, Vogt, & Short, 2013). A significant tool that will help ESLs encounter the mentioned struggle is implementing technology-based classrooms which provides learners with creative comprehensible input. One tool that will help struggling ESLs is technology-based differentiated instruction, defined as scaffolding strategies that include but are not limited to digital tools that provides exciting, hands-on and innovative comprehensive input. In this context, the term comprehensible input emphasizes on granting learners comprehensible instructions (Echevarría, Vogt & Short 2013). Krashen (1982) highlights the crucial role comprehensive input can play in language acquisition for ESLs.

According to Krashen (1982), the main source of second language acquisition is the language input. Therefore, the input has to be comprehensible and has to take place in a low affective filter environment for learning to take place (Krashen, 1982). A low affective filter environment is an environment in which distractive factors, such as anxiety, daydreaming, and boredom serve as a barrier preventing language acquisition from taking place. As a result of technology-based classroom, learners become to be more enthusiastic when offered to learn via a technological tool. Researchers have opposing perceptions regarding the impact of utilizing technology on ESLs and the process of language acquisition. When technology-based pedagogy is becoming a norm and not an extra-curricular activity (Chuang, 2013), pioneers of traditional teaching strategies demur at adapting such evolution and seek to preserve the status quo.

Aiming to study the influence of iBooks on ESLs, this chapter will cover (1) an overview on engagement theories (2) an overview of second language acquisition (SLA) theory (3) a comparison between technology-based methods and traditional teaching methods.

Academic Engagement Theory

Over the last seven decades. Educators had become obsessed with the term engagement. They came to seize any opportunity that crosses their paths to use engagement in order to improve the disaffection and avert learners’ boredom. Educators tend to use engagement as a tool of intervention. If educators want to emphasize learners’ different patterns in cognition, behavior, and motivation then engagement answers their desire. Different researchers have offered various terms and coverage of engagement such as school engagement (e.g., Fredricks et al., 2004), study engagement (e.g., Schaufeli et al., 2002), and student course engagement (e.g., Handelsman, Briggs, Sullivan, & Towler, 2005). Some examples of the plethora of engagement definition can be found in Annexes, Table1.

Finally, while a manifold of terms and definitions have been offered, engagement

is broadly a positive and proactive term that captures learners’ quality of participation, investment, commitment, and identification with school and school-related activities to enhance learners’ performance. Engagement can be measured through different instruments such as learner self-report where learners’ perceptions and voices are heard louder, educators’ reports on learners which is based on educators’ experience with the learners, and last but not least, observational measures which relies on educators’ consistent observational experience.

Second Language Acquisition Theory

According to Krashen’s (1982) input theory it is a must to utilize different means and strategies to make instructions and concepts accessible and understandable to learners, includes : “a conscious effort to make the lesson understandable through a variety of means” (Echevarría, Vogt, & Short, 2013, p 97). By means, researcher tend to highlight new innovative tools which aids learners’ language acquisition, motivation and interaction and not only traditional methods such as visual aids. However, the affective filter theory revolves around learners’ factors that block the learning process or act as an impediment such as boredom and anxiety. Therefore, the affective filter addresses itself as: “the role of affective factors in the process of language acquisition” (Freeman & Freeman, 2011, p 123). Affective filter theory was first introduced by Burt and Dulay (1977) and was then segmented by Krashen (982). As stated by Krashen (1982) the primary components of the affective filter theory are:

Motivation: verbal incentives is crucial to enhance and stimulate language acquisition.

Self-confidence: To shepherd a better language acquisition, self-esteem is the key.

Anxiety: Language acquisition can be reached smoother with lower anxiety levels.

These elements inducing the language acquisition are highlighted by both the affective filter and the comprehensive input theories.

Technology-based classes activate learners’ over-all performances. Several researches validates that technology reinforces learners’ self-esteem, acquires language hastily, declines the level of anxiety, and opens a wide variety of opportunities on different levels for learners’ engagement. Research sheds light on the influence technology tools on the learning process where comprehensive input leads to the declination of learners’ affective filter. Turgut (2011) stresses on the significance of technology-based domains in teaching literacy. Turgut’s research aimed to evaluate the crucial role of laptops in classes. Four ESL teachers, six ESL students and three school administrative were interviewed. Purposeful sampling procedure was used with the participants. As mentioned by the author, “the research question guiding the study, data collection, and data analysis was: How are laptops utilized in ESL classrooms as part of a one to one laptop program in an urban school context?” (Turgut, 2011, p. 29) Turgut’s research targeted a group of learners taking their needs into consideration. Data from the research was analyzed using grounded theory and selective coding. The outcome of the research showed that the laptop’s usage provided teachers with an advanced visual learning content through online games. It also generates a tranquilizing environment via playing music and highly supported the ESLs learning development (Turgut, 2011). The study findings pinpointed that teachers use laptops for a better delivery of instructions, concept, and skills. As for learners’ usage of laptops, it showed that it authentically helped the developments of English language skills especially when preparing projects. Turgut (2011) pointed that the study had come in parallel with earlier researches. Based on Turgut’s (2011) study, the author concluded that: “Laptops are used to meet language related needs of ESL students” (Turgut 2011, p. 43). To put it concisely, Turgut’s study correlates the usage of a comprehensive tool which was the laptop to better the language in a low affective environment (Krashen, 1982). Therefore, the author emphasizes the primary role of technology in reinforcing comprehensive input by declining learner’s elements of affective filter.

The same outcome was reached by Bahrani and Tam (2012). The sample included 107 insightful educators, ages ranging between 18 to 23 years old, TESL is their major. 60 low-level language learners were chosen and were divided into three groups. The tool used was (IELTS) in order to assess language proficiency. Researchers after administering IELTS pre-posttests, provided the sample with various audio-visual to work on within the classroom context. Post 10 weeks of implementing the program, all the participants were subjected to the second form of audio-visual as a post-test to assess improvement in language acquisition. Their study results showed that: “although audiovisual programs generally are a great source of authentic language input for teaching/learning purposes, more caution should be given to the selection of the type of audiovisual program for low level proficiency learners” (Bahrani & Tam, 2012, p 63). The study displayed that technology tools such as short movies, audiovisual programs, online games and much more are educational mediums used to aid learners’ ESL experience and provide them with access to comprehensive input by lowering their affective filters. When comparing these tools to traditional teaching methods, the results outperform the last especially in lowering learners’ affective filter which is highlighted by Krashen’s (1982) theory. Technology is perceived as a key factor to develop various standards on different levels. It was used to accomplish tangible outcomes in the field of education; however, there was a period of time where technology tools did not exist. In order to perceive a comprehensible picture of, a comparison of these two periods is highly recommended.

Technology-based methods versus traditional teaching methods.

In the field of second language acquisition, traditional teaching methods refer to the learning process where memorizing the rules is essential such as grammar and syntax which usually take place in an environment occupied by anxiety (Krashen 1982). This learning process depends on the conscious effort we employ using learnt knowledge. Memorizing and consciously learning were methods used widely in the absence of technology. Traditional teaching methods implied that:

“The way to develop competence in a second language is by language learning. We will use the term “learning” henceforth to refer to conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. In non-technical terms, learning is “knowing about” a language, known to most people as “grammar”, or “rules”. Some synonyms include formal knowledge of a language, or explicit learning.” (Krashen, 1982, p 10).

The traditional method rigorously stressed on grammar rules which created an environment filled with boredom, anxiety, and resentment. In a classroom, a flexible environment is always needed unlike a class which stresses on grammar memorization and learned syntax to block the path of language acquisition, in addition, to causing stress and anxiety to learners. This traditional method when contrasted to technology-based methods unveil limitations in acquiring language acquisition. Technology-based methods provide a resort and the study of Bahrani and Tam (2012) perfectly depict this. The author argues that when learners are exposed to various kinds of authentic and new material such as technology tools, they develop interest: “audiovisual programs can be incorporated as authentic sources of potential language input for second language acquisition.” (Bahrani, & Tam, 2012, p 56). Comparing technology-based teaching methods to that of traditional of second language acquisition: “computers assume the role of toys by creating environments that allow children to manipulate text in a variety of ways the same way a child manipulates blocks. A “toy” like the computer could accelerate reading acquisition by providing opportunities to “play” with the text.”(Carrasquillo, & Nunez, 1988, p 8). (Carrasquillo & Nunez, 1988) study had 68 4th graders selected randomly from a Spanish low-income school from Porto Rico. The sample was tested using the (a) the inter-American test of reading, (b) the language Assessment battery, (c) the sequential reading skills test, and (d) the computer-assisted reading lessons with embedded metacognitive strategies. The uniqueness of this study lies behind the instruments used which were the traditional reading skills of students and a computer-assisted method. Pre and post-test data were collected. The outcome of this educational research is worth mentioning:

The use of computer as a medium of instruction enables students to work at their own pace while acquiring metacognitive skills.

The flexibility and adaptability of the computer technology allow students to recreate situations, repeat tasks and manipulate their own learning process.

Computer-aided reading instruction can promote comprehension when metacognitive strategies are programmed into software.” (Carrasquillo, & Nunez, 1988, p. 17).

Contrasting technology based methods to traditional teaching methods, engagement transpires as a key factor. The propulsion behind the accomplishments, was engagement and motivation: “students are found to be motivated to learn when they thought the learning task was meaningful and interesting” (Semerci & Duman, 2013, p 138). The study highlights the crucial role of teachers in the academic engagement of learners and making graspable learning tasks. Using laptops, smartboards, or iPads allow learners to interact and engage in an elevated manner in the learning process.

In addition, traditional based methods neglect learners with special needs or disabilities. O’Malley et al. (2013) foreground the perquisite of utilizing iPads to aid learners with visual impairments and communication disorders. O’Malley et al. (2013), revealed: “Mobile technology devices, like the iPad, are fundamentally altering the paradigm of traditional education and blurring the lines between assistive technology and instructional technology” (p 2). According to the study, the iPad was a highly effective instructional tool used to embrace the needs of learners with disabilities. Another advantage was revealed for using technology-based methods which is engagement. (Godzicki, Godzicki, Krofel, & Michaels, 2013) study included a sample of 116 learners who conducted a survey gauging their engagement and motivation in the classroom. The research reveals that when innovative tools such as iPad application, computer software and web tools are integrated in a classroom setting, learners’ engagement increases swiftly. The advantages embedded within technology tools depict an improvement on the level of comprehensive input and engagement. Krashen (1982) emphasized that when technology tool is utilized as a comprehensive input, it enriches the visual, written and oral input which develops a better language acquisition.

Research Questions

1 . What impact has the iBooks advocated to comply with the development of language acquisition?

2 . To what extent do iBooks elevate learners’ engagement in the classroom?

Research Hypothesis

In order to probe the above mentioned questions, the researcher further developed the following hypotheses:

H01: iBooks does not influence positively the learners’ language acquisition.

HA1: iBooks will positively impact learners’ language acquisition.

H02: iBooks does not influence positively the learners’ academic engagement.

HA2: iBooks will positively impact learners’ academic engagement.

Design and Methodology

In order to better answer the research hypothesis a mixed methodology will be used.

This will include a quantitative survey and a focus group. The quantitative survey will be completed by learners and will objectively rate their academic achievement and perceptions regarding how much they got engaged with the curriculum when ibook technology was introduced. On the other hand, the focus group discussion will use thematic analysis to identify themes related to achievement and engagement based on the theoretical framework discussed earlier sign and Methodology. An informed consent was implemented and sent to the interviewees for ethical issues. All information mentioned in the survey, and the identity of the interviewees will remain confidential.

Sample of the Study

The survey will be completed by 33 learners who constitute all six grades learners who are utilizing iBooks and currently enrolled. The focus group discussion will include randomly selected learners from the 55 learners who completed the survey, in addition to the school’s principal, HOD..etc as important stakeholders in enriching the discussion with their perspectives and teaching experience in utilizing technology versus traditional methods

Instrument of the Study

The instrument of the study was a survey targeting learners’ academic engagement and language acquisition toward iBooks. The questionnaire was a standardized. Many variables were included such as gender, experience-based variables… The questionnaire will be answered using a Likert-type scale.

Validity of the Instrument

To ensure validity, the questionnaire’s statements was demonstrated to experts in educational technology, English Language curricula and pioneers in the field of education.

Reliability of the Instrument

To ensure the reliability of the questionnaire, the researcher applied it to a sample pilot of 20 English Language teachers using iBooks in their classrooms

Limitation

Promoting for a technology-driven classroom is not as easy as one can imagine. It requires tremendous efforts from different beneficiaries such as teachers, learners, parents, and principals. As technology tools had become a non-scrutinized part of our daily lives, one cannot accept living without a cell phone, iPad or a tablet. One of the oddities of this study is that the limitations found do not match with the review of literature tackling the progress caused by technology. Amory (2007) is one of the few researchers who discussed the limitation of utilizing technology in the field of education. Amory (2007) advocates in his study: “While it is often argued that technology could act as a change agent and transform educational practices, individuals, communities, government and society holding their own ideological beliefs limit such a liberalization of the educational system.” (Amory, 2007, P 655). As any other creative tool, technology as a tool should be regulated and monitored by specialists at school such as IT members, parents, and teachers to monitor the harmonization of the technology process. The mentioned harmonization must include all beneficiaries such as school administers, teachers, parents, and IT members. Another limitation was that not all teachers master the skills of utilizing iPads in the classroom especially when they encounter certain challenge during mirroring. Also, this study has unveiled an accessibility drawback in two terms. In terms where learners are misusing iPads in class sometimes as they play games. In other terms, not all learners are able to enroll in such schools where they promote an iPad-driven classroom since it is not smoothly affordable.

Delimitation

The school’s principal, and member of the board of director, Dr. Ghia Suifan played an instrumental role in not only facilitating the smooth implementation of this study, but also working to retain progression that all teachers, learners, and special educators were requested to engage in the survey. This collaboration was noteworthy and had significant impact on conducting this study with accuracy and relevancy.

Significance of the Study

Since iPads were first introduced at school, a dilemma took place between supporters and adversaries of the ideology of iBooks replacing regular books. The school had the decision to adopt technology in class despite that embracing technology within the school environment is not well established and still controversial in the Lebanese context. However, having felt the responsibility to promote this field by using better pedagogical tools for its learners decided to introduce iBooks even though research in this field is scarce in Lebanon. In addition, the school was one of the pioneers in Lebanon to integrate iBooks in the curriculum, or in other words to replace books with iBooks. Therefore, the school held a major responsibility in terms of benefiting the learners and educators as well in creating a more interactive learning environment. It was intended to facilitate learners’ language acquisition in a motivational instructional process where all learners are involved and intrigues to take part in classroom discussions and online games, in addition to demonstrating appealing videos which help in an accelerated mastery of concepts and skills.

The assessment policy of utilizing iBooks should be well identified so as not to have it evaluated as unreliable, ineffective, and unaccountable, though accountability is a key pillar in any program.

In addition, this research study gives teachers an opportunity to take part in evaluating the and examining the impact of utilizing iBooks on the learners’ academic performance in EFL classes.

References

Amory, A. A. (2007). It’s not about the tool, it’s about the ideology. South African Journal of Higher Education, 21(6), 657-673.

Bahrani, T., & Tam S. S. (Oct, 2012), Audiovisual news, cartoons, and films as sources of authentic language input and Language Proficiency Enhancement. Turkish Online Journal of Educational Technology 11 (4) 56-64 .Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ989255Dulay, H. & Burt, M. (1977) Remarks on creativity in language acquisition. In M. Burt, H. Dulay and M. Finnochiaro (Eds.) Viewpoints on English as a Second Language. New York: Regents. pp. 95-126.

Carrasquillo, A., & Nunez, D. (1988). Computer-assisted metacognitive strategies and the reading comprehension skills of ESL elementary school students. Retrieved from http://www.eric.ed.gov.ezproxy.cu-edu/contentdelivery/servlet/ERICServlet?accno=ED301838.

Clayton, J. B. (2003). One classroom, many worlds: Teaching and learning in the cross-cultural classroom. Portsmouth, NH: Heinemann.

Chuang, H., (Apr, 2013) Does technology drive pedagogy? International Journal of Education in Mathematics, Science and Technology 1 (2), 75-82. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED543275Echevarría, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English learners: The SIOP model (4th ed.). Boston, MA: Pearson/Allyn & Bacon.

Freeman, D. E. & Freeman, Y. S. (2011). Between worlds: Access to second language acquisition (3rd ed.). Portsmouth, NH: Heinemann.

Godzicki, L., Godzicki, N., Krofel, M., & Michaels, R. (2013). Increasing motivation and engagement in elementary and middle school students through technology-supported learning environments. Retrieved from http://www.eric.ed.gov.ezproxy.cu-portland.edu/contentdelivery/servlet/ERICServlet?accno=ED541343.

Krashen, S. (1982). Principles and practice in second language acquisition. London: Pergamon Press.

O’Malley, P., Jenkins, S., Wesley, B., Donehower, C., Rabuck, D., & Lewis, M. B. (2013). Effectiveness of using iPads to build math fluency. Retrieved from 41 TE

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