Evaluating the impact of technological tools on the academic performance of English language learners at tertiary level: A pilot investigation

Authors

DOI:

https://doi.org/10.47750/pegegog.12.01.28

Keywords:

Declarative-accelerated blended learning, English language learners, online learning platforms, tertiary level, Transparent Language Online

Abstract

The current investigation aimed to explore how and to what extent technology tools and web-delivered language learning platforms impact the academic performance of English language learners (ELLs) at the tertiary level. The study used a quantitative experimental research method employing a single-group pre-test and post-test design. A total of N=525 undergraduate computer science students partook in this research. The participants enrolled in their first semester at the Faculty of Information Technology in a private sector university in Lahore, Pakistan, were selected using a simple random sampling technique. The data were gathered in two phases: a pre-test was administered in the first week, and a post-test was conducted in the sixteenth week. The Reading Comprehension and Use of English assessments adapted from ETS TOEIC – a credible instrument in terms of validity and reliability – were used for this purpose. The investigators applied frequency analysis in the form of percentages to get various descriptive statistics. They utilised Spearman’s rank-ordered correlation and Kruskal-Wallis H tests to verify the findings of the descriptive statistics, address the research question and respond to the statistical hypotheses. Despite diverse linguistic and technological barriers, the results revealed a positive impact of technology tools on ELLs’ academic performance. The study proposed that taking undergraduates from other disciplines and exploring other variables affecting ELLs’ performance and confidence need further consideration. 

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Author Biographies

Muhammad Asif , International Islamic University, Islamabad

Muhammad Asif received his M.Phil. in English, Master of Education, Master of Arts in Pashto and Cambridge CELTA. He is a PhD Candidate at the Department of English, International Islamic University Islamabad, Pakistan. He has served at reputed national and international universities in Pakistan, Afghanistan and the United States. His research interests include learning technologies, quantitative research methods, second language acquisition and web-delivered language learning platforms.

Muhammad Sheeraz, International Islamic University, Islamabad, Pakistan

Muhammad Sheeraz received his PhD from the International Islamic University (IIU), Islamabad, in 2014. He has taught at the University of Colorado at Boulder in the USA, the QAU, Islamabad, the Air University, and the IIU. From January to June 2016, he was a postdoctoral researcher at the University of North Carolina in Wilmington. He is the co-editor of two academic journals, Me’yar and Journal of Contemporary Poetics. His publications include his Urdu novel, Sasa, and three books of literary and academic translation.

Steven Sacco, San Diego State University, California, United States

Steven J. Sacco is Professor Emeritus of French & Italian from San Diego State University. At SDSU, he directed the Center for International Business Education & Research (CIBER) and the nationally ranked International Business Program.  His research combines language acquisition and international business in a unique combination to study workplace language use and the impact of languages on multinational corporations.  

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Published

2022-01-02

How to Cite

Asif, M., Sheeraz, M. ., & J. Sacco, S. (2022). Evaluating the impact of technological tools on the academic performance of English language learners at tertiary level: A pilot investigation. Pegem Journal of Education and Instruction, 12(1), 272–282. https://doi.org/10.47750/pegegog.12.01.28