The Influence of Technology in Educating English Language Learners at-risk or with Disabilities: A Systematic Review

ABSTRACT

Z razvojem tehnologije in zlasti po izbruhu pandemije covida-19 naraščata količina in kakovost elektronskih naprav za učence, ki se učijo angleščino kot drugi ali tuji jezik. Za lajšanje praks pri poučevanju angleškega jezika za učence s posebnimi potrebami so raziskovalci izvedli sistematičen pregled empiričnih študij, objavljenih v zadnjih dveh desetletjih, glede tehnoloških orodij, ki so na voljo učencem angleščine z učnimi težavami. Ta članek predstavlja postopek izbora gradiv in ugotovitve, ki so nastale na podlagi sistematičnega pregleda 16 recenziranih člankov in enega poglavja v knjigi. Prispevek razkriva pogoste duševne stiske in fizične težave pri učenju angleškega jezika ter tipične vrste tehnoloških orodij, ki se uporabljajo pri pouku ali zunaj njega. Še pomembneje, ta članek razpravlja o vlogah teh tehnoloških orodij pri usvajanju angleškega jezika učencev, zlasti o njihovih učinkih na učne izide in dojemanje orodij pri učencih. Z omejenimi primarnimi viri ta članek poziva k večji pozornosti rabe tehnologije pri učenju angleščine kot drugega/tujega jezika učencev, ki so opredeljeni kot rizični oz. z učnimi težavami, ter navaja nekatere možnosti za prihodnje raziskave in učne prakse.AlternateWith the development of technology, the quantity and quality of electronic devices for students learning English as a second or foreign language (ESL/EFL) are on the rise, especially since the outbreak of the Covid-19 pandemic. To facilitate practices in English language education for students with special needs, the researchers conducted a systematic review of the empirical studies of technology tools for ESL/EFL students with learning difficulties published in the previous two decades. This paper presents the study selection process and findings of the review based on 16 peerreviewed journal articles and one book chapter. The paper reveals the frequent mental and physical difficulties of English language learning and the typical technology tools employed in and out of class. More importantly, this paper discusses the roles of these technology tools in students' English language acquisition, specifically their effects on student learning outcomes and the students' perceptions toward them. With limited primary sources, this paper calls for more attention to the use of technology in English language learning of ESL/EFL students identified as at-risk and with learning disabilities and raises some implications for future research and instructional practices.