Evaluating a novel CALL tool for the development of oracy and academic language in young English language learners

Abstract

This study examines the relationship between English language proficiency outcomes and the use of a Computer-Assisted Language Learning (CALL) tool that is designed to strengthen the academic English and oral proficiency skills of young English Learners (ELs). We compare scores on a standardized English language proficiency assessment for 2,034 ELs from kindergarten through Grade 5 in the US who either used the CALL tool during the 2020-2021 academic school year (n=1,478) or did not (n=556). Descriptive analyses show larger scores for students who used the program than those who did not, and this was seen across student demographic subgroups. Statistical analyses reveal that this difference is significant even when accounting for student demographics and enrolled school and that greater program use is related to higher proficiency scores. The largest effects are seen for oral proficiency scores. The study raises implications for use of CALL tools in contexts where English is the language of education.