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Title: Exploring the impact of technology enhanced learning on EAL learning in mathematics, English and modern foreign languages within a secondary education state school
Author: Acquah, Mary
ISNI:       0000 0004 9356 5034
Awarding Body: University of Greenwich
Current Institution: University of Greenwich
Date of Award: 2016
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The increasing number of English as an Additional Language (EAL) learners in schools has highlighted the need to explore and develop support provision that enhances educational achievement and attainment. One of the approaches that may contribute to supporting EAL learners involves the use of technology-enhanced learning (TEL) in the classroom. The effects of TEL have been disputed among researchers, as some indicate its positive impact, while others offer strict words of caution. This research study explores the potential beneficial impact of TEL on EAL learners’ attainment in three subject areas: mathematics, English and modern foreign languages within a comprehensive single-sex state secondary school located in the London Borough of Islington. Through a mixed-methods approach using questionnaires, focus group discussion, classroom observations, and evaluative testing. This research identifies and examines the TEL strategies that teachers use in the classroom and the perceived benefits of EAL learners using TEL. The pragmatic paradigm informs the ontology, epistemology and the methodology of the study as the study aims to explore the hypothesis that there may be potential benefits in using TEL with EAL learners. Analysis of findings draws demonstrates the positive impact on EAL learners engagement and attainment of learning. It: 1) examines the impact of TEL on teaching/learning in the three mentioned subject areas and; 2) explores how TEL may be used to engage EAL learners effectively. The research revealed that TEL teaching/learning strategies for having a beneficial impact on EAL learners varied across the three subject areas. Nevertheless, in all three subject areas teachers suggested that their selected approach appealed for a variety of reasons. Findings also indicate positive responses from learners. While these findings reinforce a positive association between TEL and EAL teaching and learning practice, within the secondary school classroom, more research with a larger sample size may further contribute to this area of study.
Supervisor: Goddard, William ; Chopra, Priti Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LB1603 Secondary Education. High schools