![]() Results extend prior studies targeting ELL students' reading skill development with targeted CAI interventions. Gains for kindergarten were less consistent however, the lowest language proficient students using CAI experienced greater gains in vocabulary when compared with controls. The results demonstrated first-grade students in the experimental condition demonstrated greater gains compared with the control students in the domains of vocabulary, phonics, phonological awareness and text comprehension. The study tracked ELLs performance over one academic year using a nationally normed standardised reading test. state with English language learners (ELLs) in kindergarten and first grade to an experimental computer-assisted instruction (CAI) condition or a 'business as usual' control. This study randomly assigned schools in a Southwestern U.S. The growing number of students whose primary language does not match the language of their schools and a steadily growing performance gap has prompted widespread attention to support emergent literacy gains for those students. Rosetta Stone was found to have a positive impact on English proficiency achievement, student engagement, and student attitudes toward the CALL-based application. ![]() Direct language instruction achievement also increased, but that difference was not statistically significant. Language proficiency scores, student engagement, and student attitudes improved significantly. Results were determined, using pre-and post-scores from the WIDA-ACCESS Placement Test (W-APT), mean achievement scores on direct language instruction exercises, an observational engagement checklist, attitudinal surveys, and post-intervention interviews. The control group received language instruction, using direct instruction, while the intervention group supplemented direct language instruction with use of Rosetta Stone. Students were randomly divided into control and treatment groups. This study examined the effect of Rosetta Stone computer-assisted language learning (CALL) on English proficiency achievement, engagement in the language learning process, and student perceptions of the effectiveness of CALL-based instruction as compared to direct instruction for 36 English Language Learners (ELLs) in a suburban high school in the southeastern United States. Workbook achievement also increased, but that difference was not statistically significant. ![]() Results were determined using pre and post scores from the WIDA-ACCESS Placement Test (W-APT), mean achievement scores on workbook exercises, an observational engagement checklist, attitudinal surveys, and post-intervention interviews. The control group received language instruction using traditional language workbooks, while the intervention group supplemented traditional language instruction with use of Rosetta Stone. This study examined the effect of Rosetta Stone computer-assisted language learning (CALL) on English proficiency achievement, engagement in the language learning process, and student perceptions of the effectiveness of CALL-based instruction as compared to traditional workbook-based direct instruction for 36 English Learners in a suburban high school in the southeastern United States.
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