Research and analysis
Learning technology in adult english, maths and ESOL provision NRDC data - final - November 2014
Updated 11 December 2014
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| Source | Research Question(s) | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Arslanyilma, A. & Pedersen, S. (2013) | 1. Do non-native speakers with access to subtitled videos produce more negotiation of meaning than non-native speakers without access to subtitled videos in an online Task-Based Language Learning (TBLL) environment? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Subtitled videos in an online Task-Based Language Learning (TBLL) environment | Not set | Second language acquisition | Not set | Quasi-experimental design (in that it was an empirical study, but groups were randomly assigned, not individual students) compared 2 groups learning online, one of which had access to videos (experimental) and one which didn’t (control) | Not set | Not set | Not set | Not set | 20 non-native intermediate-level students from a variety of first language backgrounds | Not set |
| United States | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Age range was 18-29, with majority in early 20s | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Ten pairs of non-native speakers of English, working collaboratively, completed communication tasks using a bespoke online TBLL environment and a chat tool in WebCT-Vista. Five pairs were provided with subtitled videos before completing the tasks; five were not. The videos showed a short dialogue between native speakers doing a task similar (not the same) to that the learners had to do – learners could watch as many times as they liked before the activity. The purpose was to make learners familiar with the vocabulary and sentence structures that would be useful to them, without taking away from the cognitive complexity of what they had to do themselves. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | The study focused on “negotiation of meaning”, that is, the process whereby students come to understand each other – which they have to do to complete the tasks. The understanding is that increased negotiation of meaning results in improvements in input comprehension; in turn, there is considerable evidence for a causal relationship between comprehensible input and second language acquisition. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | The students in the pairs communicated using a chat tool, which created transcripts that were analysed. The amount of negotiation of meaning was calculated via the negotiation of meaning sequences model. The dependent variable is the ratio of negotiated turns to total number of turns. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Finding(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Non native speakers who were familiarised with the tasks through subtitled videos engaged in more negotiation of meaning than those who were not. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Students with subtitled videos in an online TBLL environment produce about three times more negotiation of meaning sequences, about two times more turns, and about three times more negotiated turns than do students without subtitled videos. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Barden (2011) | 1. What are the “affordances” of an online social network for dyslexic sixth-form students? That is, what are the relationships between the intervention and the characteristics of the learner/learning group that enable particular kinds of learning? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| England | · What does the project reveal about the students’ motivation to learn through literacy? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | · What does it reveal about their sense of identity? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | · What pedagogical principles does their use of the social network evoke? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Not set | Literacy | Not set | Not set | Not set | Not set | Three qualitative methods: (1) case studies, (2) action research and (3) classroom ethnography | Not set | 5 dyslexic 6th form students aged between 16-18. | Not set | |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Convenience sample | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Doctoral research by a teacher-researcher on the use of Facebook as an educational resource by dyslexic students, designed in part to add to evidence on the potential of digital media to engage and motivate dyslexic students. A small scale study, it also focused on students who were relatively high achieving educationally (the subjects were A level students) thus the sample cannot be considered representative of dyslexic population, and there are limits to which the results can be generalised to other settings. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. Facebook offers an arena for learning that is active (collaboration with teachers and peers rather than transmission) and critical (informed discussion and evaluation) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. Digital media, including Facebook, have the potential to level the playing field and make education more equitable. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. Students were motivated to engage with texts by the opportunity Facebook provided for self-directed learning through literacy (reading and writing). | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. The use of social media had positive consequences on the participants’ self-esteem and learning identity | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Berger (2005) | 1. What do adult literacy and basic education (ALBE) instructors state are the consequences of adopting the Internet into the adult literacy classroom? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| United States | 2. How do instructors classify observed consequences of adopting the Internet according to Rogers' (2003) three dimensions of desirability, predictability, and directness? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Internet in the classroom | Not set | Adult literacy and basic skills | Not set | Telephone interviews to rate consequences | Not set | Not set | Telephone interviews to uncover consequences | Not set | Convenience sample. | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | 20 ALBE instructors (including those teaching GED, ABE, and ESL) in six states. | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | 5 male; 15 female; 19 White, 1 African-American | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | mostly aged 45-55 | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | 9 rural, 11 urban programmes | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Study limited by the fact that it was not representative (limited geography, purposive sampling) and that it did not collect views from students. | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | The purpose of this study was to understand adult literacy providers’ perceptions of the consequences of adopting the Internet into their classrooms. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Instructors were asked to describe changes in their (1) students; (b) classroom environments; (c) themselves as teachers. They then rated each consequence as desirable or undesirable, anticipated or unanticipated, and direct or indirect. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | The study was limited by the fact that it was not representative (limited geography, purposive sampling) and that it did not collect views from students. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. Instructors perceived three broad areas of impact: students were more empowered (taking control of their learning, improved skills, increased engagement); there was more collaborative learning (students working together and sharing information); change in instructor role from lecturer to facilitator, but (negatively) also more need to police student’s work. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. 60 consequences identified: 40% anticipated and 60% unanticipated. The most popular profile of consequences (38.3%) was one that was desirable, unanticipated, and as a direct result of adopting the Internet; followed by (25%) those that were desirable, anticipated and directly related to adopting the internet. In other words, although the consequences were overwhelmingly positive many of them were not anticipated. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Blake (2009) | 1. Can fluency be improved though the medium of a text-based Internet chat environment? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| United States | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Text-based Internet chat | Not set | ESL | Not set | Pre and post tests in oral fluency | Not set | Not set | Not set | Not set | 34 ESL learners | Not set |
| Not set | Not set | Not set | Not set | Not set | Exit survey of learners | Not set | Not set | Not set | Not set | 26 female, 8 male | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This study examined the impact of synchronous computer-mediated communication on the second language acquisition process by comparing the test scores of ESL learners taking 6 week course (12 sessions) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Learners were randomly assigned to 3 different environments – text-based Internet chat (course entirely online, n=10); traditional face-to-face (n=14); control environment (online activities but no interaction with students, n=10). The same instructor taught all three groups with the same curriculum. Participants in the Internet Chat group met together with the instructor in a WebCT Vista chat room and communicated with each other in real time via typed messages. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Pre and post test in oral fluency were analysed using software that converts sound files into a spectrogram and allows the researcher to transcribe and analyse small segments of recorded speech. Five temporal measures of fluency were applied to both the pre- and post-test samples of speech. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | The purpose of the questionnaire was to gain insight into how each of the learning environments was perceived by the participants who engaged in the environment. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. The gain scores of participants in the text-based Internet chat environment were significantly higher on the “phonation time ratio” and “mean length of run” measures than the gain scores of participants in the face-to-face and control environments. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. Gain scores on the three other measures (speaking rate; articulation rate; average length of pauses) were not significant. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Chen et al (2011) | 1. Do scorers award different scores to handwritten responses than to typed versions of the same response? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| United States | 2. Do adults perform differently on paper- versus computer-based functional writing tasks, in terms of quality (as measured by scores) and quantity (as measured by length)? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. Does the influence of test administration mode on writing quality vary by demographic variables? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. Does the effect of test administration mode on writing quality relate to the word processing experience of individual adults? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Learning Subject | Not set | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Computer-based assessment of writing | Not set | Literacy | Not set | Statistical analysis of scores on computer and paper versions of a functional writing assessment | Not set | Not set | Not set | Not set | Subset of the 1607 adults (16+) – voluntary participants in the 2008 National Assessment of Adult Literacy (NAAL). | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Final total sample was 935 | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This study was undertaken partly due to concerns that individuals with low literacy skills were likely also to have limited computer experience that would place them at a disadvantage in computer based assessments of writing; also that scorers might exhibit a bias to one mode. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Three writing assessments were administered in paper and computer modes to adults. Analysis compared (1) scores for adults’ original handwritten responses to scores for their transcribed word-processed versions; (2) differences in performance between adults who received paper versus computer versions of the same task; (3) whether the differences between administration modes were moderated by demographic variables or by computer experience. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. There were no statistically or practically significant scoring differences between handwritten and transcribed computer responses to the three writing tasks. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. Adults performed better overall and on most aspects of the writing tasks when writing on paper than on computer. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. The effects of administration mode varied by employment status for one task, by race/ethnicity, age and word-processor experience for another task, and remained the same for all subgroups for the third task, suggesting that computer mode of administration may disadvantage some groups. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Engstrom (2005) | The purpose of the study was to explore how to build reading proficiency in a diverse group of students while engaging them in academically challenging work that makes the structure of language more transparent. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| United States | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Assistive technologies | Not set | Literacy | Not set | Pre and post tests in reading | Not set | Not set | Interviews to track confidence | Not set | 8 college students (young adults) with low literacy skills, related to learning disabilities and difficulties | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This study explored how assistive technology could be used to build reading proficiency in a diverse group of students while engaging them in academically challenging work that makes the structure of language more transparent. The students took coordinated courses in reading and in writing and also received additional study support sessions. Three forms of computer assisted technology were used: the Kurzweil 3000 text-to-speech software program, a word processing programme, and Inspiration software for mapping or outlining key elements of the text. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings in this study are reported as two case studies of students. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | The author concludes from her data that the positive outcomes for these students suggest the importance of combining reading and writing strategy instruction with assistive technology support and word-level instruction in a way that scaffolds the students’ total written language development. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Griffin (2008) | 1. Do the mathematics achievement scores of learners on a developmental maths course increase when cooperative learning and computer-assisted instruction (CAI) are utilized? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| United States | 2. Does the cooperative use of computers change student attitudes to mathematics and to working in cooperative learning groups? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Computer Assisted Instruction (CAI) | Not set | Basic mathematics | Not set | Pre and post testing in mathematics | Not set | Not set | Not set | Not set | 51 students, with limited arithmetic skills | Not set |
| Not set | Not set | Not set | Not set | Not set | Survey tracking changes in student confidence and attitudes, taken both before and after the treatment | Not set | Not set | Not set | Not set | 84.1% of the sample were aged 18-25 | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Convenience sample | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | All students in this doctoral research study worked with CAI – the study compared two groups of students who worked alone with CAI (the control group, n=24) with two groups of students working collaboratively (the experimental group, n=27), in a treatment lasting 10 weeks. The study was therefore focused not on the intervention (both groups received the same instruction) as much as the implementation of this intervention | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. There was a significant difference on mathematic achievement scores where the cooperative learning group outperformed the participants working alone using computer assisted instruction. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. There was no change in the participants’ attitude toward mathematics or students’ perceptions of teacher attitudes. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. There was however, a significant difference on the post-survey scores for Students’ Attitude Toward Cooperative Learning, with those in the treatment group experiencing a significantly positive increase. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Koehler et al (2011) | 1. What is the impact of the intervention on students’ ability to use present and past simple passive voice in affirmative sentences for describing the USA? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. Does the design of the program facilitate the grammar concept knowledge transfer to contexts other than geography and history of the country? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. How do students use the programme? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. What is the relationship between students’ learning outcomes and their computer skills, between their learning outcomes and prior knowledge? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Web-based multimedia instruction | Not set | ESL | Not set | Pre-post test scores | Not set | Not set | Feedback on student perceptions | Not set | 14 adult ESL learners aged 22-60, working in English at intermediate/ advanced levels | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Convenience sampling | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This study describes and evaluates a low cost multimedia instructional programme intervention – it was small is scale, involving linked studies of 14 participants in two educational settings, with data gathered in two sessions (lasting a total of 2-3 hours). A non-experimental, descriptive approach was used. The first study (n=10) used pre and post testing to evaluate the programme; the second study (n=4) aimed to find out how the programme addressed the individual learning needs of students. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. Students’ ability to use the passive voice increased; those with the lowest scores at pre-test gained the most from the programme | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. Student’s ability to use present and past simple passive voice in other contexts increased; again those with the lowest scores at pre-test gained the most. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. The most highly ranked features were feedback, images, the highlighted words that can be clicked to hear and see their definition (word annotations), and extra practice. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. No relationship between computer skills (demographics survey) and performance on the tests was found. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Lewandowski (2010) | 1. To what extent does the use of a simple device (digital recorder) enhance learners’ learning experience? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| England | 2. To what extent does it lead to improved language performance | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. To what extent are beginner learners of English (E1/E2) capable of scaffolding each other and is this effective? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Digital voice recorders | Not set | ESOL | Not set | Not set | Not set | Not set | Qualitative comparison of recordings at two time points | Not set | Unemployed ESOL learners at E1 (n=11) and E2 (n=10) | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Analysis of learner reflections and questionnaire data | Not set | 6 men and 15 women, from a wider range of national and linguistic backgrounds | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Age range 20-79, with a mean of 37 | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This piece of action research followed adult ESOL learners on a 12 week long course, who received 5 hours (2 classes) of tuition per week. Digital voice recorders were used to allow learners to record their performance on various tasks. They were then asked to listen to their performance reflect on it and give peer feedback where appropriate. Learners were then asked to record themselves performing the same task again. The recordings were subsequently compared qualitatively to see if there was an improvement between recording one and recording two and whether or not learners took on board comments and suggestions made at the reflection/feedback stage. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. Data analysis showed that using digital voice recorders is less effective at the lower level, i.e. E1. E2 learners, however, responded very well to this intervention. E1 learners were able to use the recorders but had insufficient language skills to self/peer correct, thus the level of English language skills affected the learner’s ability to engage effectively in this type of reflective activity. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. E2 learners liked the fact the technology allowed them to correct their grammatical mistakes | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Li & Edmonds (2005) | 1. Do adult learners with learning disabilities improve their level of achievement in mathematics studies by engaging with computer-assisted instruction (CAI)? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Canada | 2. What benefits and advantages emerged when using CAI with at-risk learners? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. What limitations and challenges were identified when using CAI with at-risk learners? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Computer Assisted Instruction | Not set | Mathematics | Not set | pre-post tests | Not set | Not set | learner survey data (open questions) | Not set | “At risk learners” – those with some kind of learning barrier – on Adult Basic Education program | Not set |
| Not set | Not set | Not set | Not set | Not set | entry/exit surveys | Not set | Not set | teacher observations, lesson plans | Not set | Not set | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This study compared three classrooms of at-risk adult learners studying basic mathematics, two treatment classes (n=22 and n=10 [exit survey only]) and one control (no CAI) class (n=16). | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | The course had a blended learning approach, with an online component in the form of a website. Treatment groups had approximately 15 hours time in the computer lab over the semester and were also able to access the website at home (averaging 5 hours each in the semester). Students in the treatment group had a basic working knowledge and moderate comfort level with computers. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. There were some academic benefits to these learners of using CAI: the treatment group scored significantly higher than the control group in three of the six units (whole numbers, fractions, and decimals). Other tests showed that learners in the treatment group were learning just as well as those in the control group – therefore there were no negative academic impacts of using CAI. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. The survey revealed that most students enjoyed working on computers in the lab, though their use at home remained the same as in the beginning of the class. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. All students thought the CAI component helped with their knowledge, and appreciated the guidance and clarity given by the teacher. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. Though the responses were positive, results showed that approximately half the students were still unsure of CAI as an instructional tool. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 5. The most effective strategies found were the building of knowledge through increased practice and learning with online and computer-based lessons. In addition, with the ease of designing scaffolded learning in digital environments and with the presence of continual teacher support, learners overcome learning difficulties, and become more satisfied with their learning. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Maguire et al (2006) | The evaluation tested the Portland Partnership’s software-based learning programs and VLE with a wide range of students with communication difficulties caused by severe cognitive and physical disabilities. The supporting objectives of the evaluation were to | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| England | evaluate the effectiveness of each program or VLE element by making observations of its use by students and recording tutor comments; | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | draw out specific recommendations for improving the programs; and | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | identify general guidelines for designing learning programs and VLEs for students with cognitive and physical disabilities. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Virtual Learning Environment | Not set | Essential skills | Not set | Not set | Not set | Not set | Observations | Not set | 27 students with disabilities and special needs at pre-entry (18) and entry levels (9) | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Feedback from students and tutors | Not set | 20 male; 7 female; all but 1 aged 18-24 | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This report evaluates a computer-based VLE which was developed to support learners with severe learning and communication disabilities, and tested at four colleges in England. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Most findings in this evaluation report relate to specific software features. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | More generally, the evaluation reported positive impacts to students of using the VLE. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| McCulley (2012) | 1. Does text-to-speech adaptive educational technology improve low-literate incarcerated adults’ reading competency scores? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| United States | 2. Does adaptive educational technology improve low-literate incarcerated adults’ reading competency scores differently by (a) age, (b) gender, (c) ethnicity, (d) ELL status, or (e) initial literacy level? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. How do low-literate incarcerated adults and teacher/adult mentors explain their level of satisfaction (like or dislike) with the adaptive educational technology? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Adaptive technology (text-to-speech software) | Not set | Literacy | Not set | Pre and post test using computerised reading assessment | Not set | Not set | Instructor interviews | Not set | 24 adult literacy learners in prison | Not set |
| Not set | Not set | Not set | Not set | Not set | Survey data | Not set | Not set | Not set | Not set | 14female, 10 male, median age of 34 | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | 10 white, 14 BME | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | 4 ELL | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Convenience sample | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This study assessed the effect of adaptive technology on incarcerated low-literate adult populations, determining the effectiveness of text-to-speech computer software technology (Kurzweil 3000) with incarcerated adult learners seeking to improve literacy competencies. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | No control group was included in the pre-experimental research design and no comparison group was available. Data were collected over a period of five months, with a median 167.5 minutes using intervention | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. There was a significant positive difference between pretest and posttest Comprehensive Adult Student Assessment System (CASAS) literacy scores. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. None of the other variables (age, gender, minority status, ELL status, level of competency on the CASAS literacy pretest, or time committed to the innovation) provided statistically significant results. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. The majority of students and teacher/mentors experienced satisfaction with the technology usage. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Mellar et al. (2007) | 1. How can teaching, learning and assessing literacy, numeracy and ESOL be improved? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| England | 2. What factors contribute to successful learning? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. What is the motivational impact of ICT on learners? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. How does ICT impact on the wider learning context? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 5. What is effective support for the development of tutors in the use of ICT in Skills for Life? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Seven ICT interventions: (see below) | Not set | Literacy, ESOL and ICT skills | Not set | Pre and post tests | Not set | Not set | 51 classroom and 123 learner observations | Not set | 150 students in the evaluation phases | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | 80 students at pre and post testing | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This project was one of a suite of five Effective Practice studies carried out by NRDC/IOE. Research took place in two phases; in the first researchers worked with a group of nine tutors as practitioner researchers in devising uses of ICT to support learning in their classroom contexts. In the second phase of research, seven scenarios of ICT use were evaluated. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Learners were tested pre and post course (40 hours of teaching) on their ICT skills, ICT confidence, ESOL listening skills and/or reading skills. Classes and individual students were observed. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | The seven interventions were: | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. WebQuests: inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. E-portfolios: web-based technology that allows users to design websites in which they can store and display their work, thus creating electronic books or portfolios | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. Tablets, incorporating the use of a pen and handwriting recognition. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. M-learning, using handheld computers with mobile phone functionality and built-in cameras | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 5. Digital video, to create films | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 6. Mindmaps (diagrams used to visually organise information), using a mindmapping program called Inspirations | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 7. Basic ICT class (with embedded literacy), which used computers as a hook to attract people into learning | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. Learners improved in almost all cases in both literacy/ESOL skills and ICT skills and confidence. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. Mobile technologies (tablets, personal digital assistants [PDAs], mobile phones) were found to be particularly motivating, and enabled greater flexibility in teaching. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. No correlation was found between changes in ICT-skills and ICT-confidence scores and changes in reading and listening scores. This suggests that the two areas of skills are being learnt independently, that is the acquisition of one is not affecting the acquisition of the other. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. There was a negative correlation for gains in ESOL scores for men (older learners made least progress). There were positive correlations for gains in ICT skills and confidence (older learners made most progress). | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 5. Initial ICT-confidence scores correlated with learners’ persistence. Those with lower scores were likely to attend less frequently, and were more likely to eventually drop out. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 6. Use of the internet, PowerPoint and word processing positively correlated with gains in ICT skills. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 7. When collaborative work was forced by the need to share technology it was not as successful as when tutors developed tasks that required peer interaction. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 8. The most effective teaching strategy was extending, where the tutor built on or added to material previously introduced, or added to a comment by a learner. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Pleasance (2010) | 1. Is Moodle being used effectively to support ESOL learners? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. How do teachers and learners view Moodle as a teaching and learning tool? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| England | 3. How will these views influence the future development of Moodle in terms of content, pedagogy and syllabus design? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population |
| Not set | Moodle | Not set | Not set | ESOL | Not set | Not set | Not set | Not set | Learner questionnaires | Not set | 11 adult ESOL learners |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Teacher questionnaires | Not set | 5 male, 6 female |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Median average age of 30 |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | 5 teachers, 3 of whom had an IT qualification |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This paper reports the findings of a small-scale study into the effectiveness of the VLE system Moodle as a teaching and learning tool on an ESOL course. The study was designed to gather information using questionnaires regarding Moodle and its benefits to ESOL learners within a specific context. The paper concludes by proposing some recommendations for the future development of Moodle on ESOL courses with particular consideration given to pedagogy and syllabus design. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. Moodle is viewed as a useful learning tool and that it benefits learning. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. Teachers felt the online forum function was particularly beneficial as a teaching and learning tool, with learners developing their language skills and lexical knowledge through its facility for communication | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. The forums increased learner motivation and engagement and provided opportunities for real communicative tasks, such as online discussions, social networking with other learners or communicating with the teacher about coursework. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. This study emphasised that the teacher is a key variable in Moodle’s successful implementation and that teachers have as much to learn about being online teachers as learners do about being online learners. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Silver-Pacuilla (2006) | 1. Does increased engagement with assistive technology increase literacy skills? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| United States | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Assistive technology – text-to-speech and speech recognition software | Not set | Literacy | Not set | Not set | Not set | Not set | Observations | Not set | 18 adult students with learning disabilities, 10 of whom completed all assessments | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Reflective dialogue with learners | Not set | Age range 19-62 (average 35) | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | 8 women, 2 men | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | 9 English speakers | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | 5 white, 3 Hispanic, 2 African American | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This project investigated whether an increased engagement with the multisensory presentation of print through text-to-speech and speech-recognition software could improve participants’ literacy skills. The primary assistive technologies (AT) used were text-to-speech software (Kurzweil 3000), Microsoft Word, Dragon Naturally Speaking (a voice recognition program) and the Internet; participants used the AT from between 10 to 48 hours (average 16 hours) over the course of the project. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. Students and their peers indicated that they perceived the small-group coaching with AT as an enriched and empowering environment. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. When provided with appropriate support for literacy development, the students bridged the gap themselves between secondary and postsecondary educational environments and expectations. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. Small-group tutoring with assistive technology for students with learning disabilities can be enabling and empowering and can begin to bridge the multiple gaps in instructional practice and service. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Synder et al (2005) | 1. What is the relationship between literacy practices and the use of ICT in adult literacy education? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Australia | 2. What are the new literacies required for effective and critical use of ICT in adult literacy education? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. What changes to pedagogical practices are associated with the use of ICT in adult literacy programs? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. What are the professional development needs of educators when ICT are used for teaching and learning in adult literacy programs? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | ICT in general | Not set | Literacy | Not set | Not set | Not set | Not set | Case studies | Not set | Adult literacy programs | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Semi-structured interviews | Not set | Not set | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Diary analysis | Not set | Not set | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This study was designed to add to understanding about adult learners’ digital communication practices and the implications for adult literacy programs. It aimed to describe and analyse the technology-mediated literacy practices of the participants at each site, at one point in time. A case study methodology was used, in five sites selected to represent a range of adult literacy programs across three states: two large public Registered Training Organisations, an adult literacy program embedded in an occupational health and safety course, an Indigenous Learning Centre, and a large regional adult and community education provider. Data were collected over a three month period, from teacher and learner interviews and diaries. Age was examined as a factor, with 40 selected as the dividing line between older and younger learners. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Two outputs from this project are referenced here – the National Project Report and the support document, which contains an extended literature review and more detailed descriptions of the case-study sites. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. The link between contemporary literacy practices and the use of information and communication technologies was inextricable. The younger learner group reported low levels of usage compared with the Australian population. Accommodating the differences between learners in the degree and range of their experiences of technologies represents a major challenge for adult literacy educators. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. There is a need to include information and communication technology ‘life skills’ in adult literacy education. The cultural dimension of techno-literacy, through which users make meaning in specific contexts of use, is perhaps even more important. There was little evidence of attention to the promotion of critical awareness. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. Teaching for the new literacies requires more sophisticated technical expertise and technical support than has ever been the case in adult literacy education, requiring educators with strong operational skills, and with access to quality, reliable equipment and to technical support. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. Unless opportunities are created to promote these changes to practice, then the likely outcome is that old approaches will linger and the integration of information and communication technologies into adult literacy education will be stalled. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Thomas (2009) | 1. What is the quality of experience with the programs and the perceptions of achievements and goals attained from involvement with the program? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| United States | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | ICT delivered in the classroom and by distance learning. | Not set | Adult literacy, numeracy and ICT | Not set | Telephone survey (exit) | Not set | Not set | Not set | Not set | 165 female welfare recipients, 70 (42.4%) of whom completed the survey | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This source describes the Project TECH model - to address barriers to job retention and career advancement that stemmed from a lack of basic literacy and computer skills - and reports on what happens when participants who are low-income workers are given a computer, basic training software, Internet access, and training. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Participants received weekly mandatory training in classrooms and open lab sessions and were also given a PC (with broadband internet access) to use at home for a six-month period. The program of instruction included weekly face to face instruction that was designed to encourage participants to stay motivated, to remain connected to the instructor and the learning process, and to address questions or problems they might have encountered during the week with learners also able to learn in their own homes at times and at a pace that suited them. The learning took place in two phases – a pre program where the learning happened in a classroom over about 6 weeks, with 36 hours training completed (basic computer skills and basic skills); and the distance learning phase – with weekly meetings throughout (lasting 3 hours). | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Although the telephone survey was designed to collect detailed data on (a) employment and history; (b) job retention; (c) job advancement; (d) educational attainment; (e) welfare independence; (f) overall quality of experience with the programs, PLATO software, and the instructors assignments; and (g) perceptions of achievements made/ goals attained as a direct result of program participation, this source reports only on the overall quality of experience with the programs and the perceptions of achievements and goals attained from involvement with the program, partly because the quantitative self-report data were inconsistent and incomplete. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. Participants indicated that having computers in their home really increased their autonomy and interest in learning and it helped them overcome their fear of computers. The self-paced program provided the needed flexibility for various participants’ disparate schedules. The program also assists participants in becoming more informed consumers. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Tozcu & Cody (2004) | 1. Do the students in an intensive English program who use Tutorial CALL to learn highly frequent vocabulary learn a significantly larger number of words than those in a control group? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| United States | 2. Do the students who use Tutorial CALL to learn highly frequent vocabulary decrease their reaction time for frequent word recognition as compared to the control group? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. Do the students who use Tutorial CALL to learn highly frequent vocabulary exhibit significantly better reading comprehension than a control group? | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Computer assisted language learning (CALL) | Not set | ESL | Not set | pre and post tests in vocabulary, reading comprehension and reaction time | Not set | Not set | Not set | Not set | 56 intermediate level English learners, 28 assigned to a treatment group and 28 to a control group | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Not set | Not set | Not set | Not set | learner survey | Not set | Not set | Not set | Not set | From a range of backgrounds, majority (n=43) were from South East Asian backgrounds. | Not set |
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| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Participants in this study were English language learners on two intensive programmes. The treatment consisted of learning the highly frequent words in English on the computer. The study experienced relatively high rates of attrition and it is possible that those who remained on the programme were those who liked using the computer programme. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. Students in the treatment group showed significantly greater gains in vocabulary knowledge than the ones in the control group. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. The treatment also had a significant positive effect on reading comprehension. The analysis shows that when students learn the highly frequent words in English on the computer, a significant improvement in reading comprehension results, and these gains were significantly greater than those experienced by the control group. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. The treatment had a positive effect on the rate of speed for frequent word recognition. In the study both the control and treatment groups showed increases in their rate of speed for frequent word recognition. However, the students in the treatment group showed significantly greater gains than the ones in the control group. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. Gender, Age, Native Language, and Institution were not significant variables in analysis on vocabulary and reading comprehension. However, students whose native language was a Romance language improved their reaction times more than the Asian speakers. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Webb (2006) | 1. What are the experiences of adult speakers of other languages learning English through ICT?’ | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| England | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | CAI – the English Language Learning and Instruction System | Not set | ESOL | Not set | Not set | Not set | Not set | Semi-structured interviews | Not set | 46 diverse adults learning ESOL through computers in seven learndirect ICT centres in England. | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | observations | Not set | Not set | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | document analysis | Not set | Not set | Not set |
| Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | learner surveys | Not set | Not set | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Pilot evaluation of an ICT-based CD-ROM learning package called English Language Learning and Instruction System (ELLIS) for adults learning ESOL at a sample of learndirect centres in England. The study compared the effects of different settings and types of tutoring on the learners’ experiences and perceptions of the value of the CDROM for learning English. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Open access ICT rooms supported by generic tutoring were compared with settings where ESOL trained tutors provided more structured support by blending more traditional learning and teaching with the technology. Both settings were compared with learners using the software with no tutor support. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 1. Learners in all settings commented positively on their experience of learning English through ICT. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 2. Previous IT experiences contributed to successful learning | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 3. Different learning settings and tutor attitude made a difference to the learners’ use of these media, with the greatest use of the software being found in the open access centres that favoured independent learning, rather than the community centres, where the software was more of an adjunct to traditional classroom teaching. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | 4. ICT-based learning seemed to offer a learning ‘space’ for effective language practice, which appeared largely absent in other ESOL learning contexts. Most learners from the open access learning centres, who described experiencing feelings of marginality in traditional classrooms and in everyday encounters with the host community, felt more able to practise their language skills in these ICT-based contexts. Computer-assisted language learning (CALL) can offer a space for marginalised language learners to practise and negotiate language meanings, and through this it further sustains their interest in learning by this method. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Source | Research Question(s) | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Yeh & Nason (2008) | Not stated | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Australia | Technology | Not set | Learning Subject | Not set | Quantitative Methods | Not set | Not set | Qualitative methods | Not set | Population | Not set |
| Not set | Computer assisted learning | Not set | Maths (ratio and fractions) | Not set | Not set | Not set | Not set | Observations | Not set | Prisoners | Not set |
| Not set | Description | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | This report describes a research study undertaken with a cohort of inmates enrolled in the education program at a male correctional centre in eastern Australia. Building on the interests of inmates with low numeracy skills in mixing paints, researchers developed an ICT resource that could be used for learning ratio and fractions. This short paper evaluates use of the tool within a semiotic framework. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | Findings | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |
| Not set | The semiotic framework is essential for the design of ICT tools for learning mathematics. ICT tools that are informed by the semiotic framework will seek out to utilise any possible meaning-making resources across typological, topological and social-actional resources. This will also lead to more creative and innovative design of ICT tools. | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set | Not set |