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[https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nImproving Outcomes for English Learners Through Technology:  \nA Randomized Controlled Trial  \nDavid Harper  \nAnita R. Bowles  \nLauren Amer  \nRosetta Stone  \nNick B. Pandža  \nJared A. Linck  \nUniversity of Maryland  \nEnglish learners (ELs) inK–12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students’learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on English learning among middle school ELs. The study took place in Grades 6 to 8 of an urban U.S. school district (N = 221). Predictors of interest included time of testing (pretest vs. posttest) and software usage, and covariates included grade level, sex, and attendance. Additionally, socioeconomic status and home language were accounted for due to sample homogeneity. Multilevel models indicated that treatment group students showed larger gains than control group students on oral/aural outcomes. These results indicate that the software intervention enables individualized practice that can produce proficiency-related gains over and above the typical classroom curriculum.  \nKeywords: bilingual/bicultural, classroom research, computer applications, computers and learning, ELs, English learners, experimental research, hierarchical linear modeling, intervention, language comprehension/development, middle schools, multilevel models, randomized controlled trial, RCT, Rosetta Stone, software, statistics  \nThe percentage of English learners (ELs) in U.S. K–12 schools is increasing, and, by 2016, approximately 4.9 million students fell into this classification (McFarland et al., 2019) . For ELs, acquiring English while simultaneously mastering content knowledge can be challenging. Consequently, ELs show a consistent achievement gap when compared with students who enter school already fluent in English (Fry, 2008) . Educators are often not adequately trained to address the needs of the EL population (National Academies of Sciences, Engineering, and Medicine, 2017), and there is a shortage of teachers with specialized training for this population (Sutcher et al., 2016) .  \nEducational technology may improve this situation by providing ELs with differentiated instruction, multimodal lesson content, and other types of digital support features (U.S. Department of Education, 2018) . In addition, by lowering the affective filter, that is, by reducing students’anxiety around learning, through the use of technology, some of the obstacles to speaking the language may be diminished (Krashen, 1982) . Studies have shown that increased opportunities for language production practice, in particular, may lead to improvements in several learning  \ndomains and may also improve retention (Boiteau et al., 2014; Hopman & MacDonald, 2018; Roediger & Karpicke, 2006) . Additionally, the increased speaking opportunities that technology provides may help to combat the problem of student reticence documented in the English as a Second Language (ESL) classroom (Donald, 2010) .  \nTo our knowledge, there are few, if any, randomized controlled trials (RCTs) investigating the effectiveness of a software intervention on all four language skills, that is, reading, writing, listening, and speaking, in EL populations. Although studies often include EL status as a variable, they generally only focus on the effectiveness of a literacy intervention (see Cheung & Slavin, 2012; Richards-Tutor et al., 2016) or include receptive skills only (e.g., Troia, 2004) . Controlled studies that assess an intervention’s","cbCairlsz7U0vIKo","https://ap.wps.com/l/cbCairlsz7U0vIKo","pdf",1968727,"English","# Purpose of Study\n## Study context and rationale\n## Intervention and research design\n## Outcomes and findings","[{\"question\":\"What technology intervention was evaluated in the randomized controlled trial?\",\"answer\":\"The study examined Rosetta Stone Foundations software as an intervention for English learning among middle school English learners.\"},{\"question\":\"Where and on whom was the study conducted?\",\"answer\":\"The trial took place in Grades 6 to 8 of an urban U.S. school district with 221 participants.\"},{\"question\":\"What did the study find about treatment versus control students?\",\"answer\":\"Multilevel models indicated that students in the treatment group showed larger gains than control group students on oral/aural outcomes.\"}]","Improving Outcomes for English Learners Through Technology - A Randomized Controlled Trial | PDF",1792068749]