The Role of Digital Technology in Supporting English Language Learners: Balancing Engagement and Access in Secondary Schools

Abstract

This study explores the impact of digital technology on the engagement and learning experiences of English language learners (ELLs) in secondary classrooms. Through interviews and focus group discussions with three ELLs, the research identifies key themes in how students use technology for research, language assistance, and overall learning support. The findings suggest that digital tools such as smartphones, online dictionaries, and translation apps play a vital role in helping ELLs navigate linguistic challenges and engage with academic content. Students rely on these tools to independently clarify unfamiliar terms, conduct research, and overcome language barriers. Additionally, the study highlights that while ELLs value technology, they express a preference for balanced integration, with both traditional and digital methods supporting their learning. As schools increasingly move toward restricting personal mobile devices, the findings raise concerns about how such policies may hinder ELLs' access to essential language support tools. The study advocates for a more inclusive approach to technology integration that considers the specific needs of ELLs and leverages personal devices to foster engagement and academic success.