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The review synthesizes 16 peer-reviewed journal articles and one book chapter, detailing selection procedures, the mental and physical difficulties commonly reported, and the technology tools used inside and outside classrooms. Findings discuss how these tools affect learning outcomes and learners’ perceptions, while highlighting limited primary sources and proposing directions for future research and instructional practice.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Technology in Educating English Language Learners at-risk or with Disabilities: A Systematic Review  \nYizhe Jiang*1, Qian Wang*2 and Zhenjie Weng3  \n• With 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.  \nKeywords: educational technology, English language learners, learning difficulties, students with disabilities  \n1 *Corresponding Author. PhD candidate at the Department of Teaching and Learning, The Ohio State University, USA; [jiang.1878@osu.edu](jiang.1878@osu.edu).  \n2 PhD candidate at the Department of Teaching and Learning, The Ohio State University, USA.  \n3 Language and Culture Center, Duke Kunshan University, China.  \n54 the influence of technology in educating english language learners at-risk or ...  \nVpliv tehnologije pri poučevanju angleščine ogroženihučencev ali učencev s posebnimi potrebami: sistematični pregled  \nYizhe Jiang, Qian Wang in Zhenjie Weng  \n• 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 inugotovitve, ki so nastale na podlagi sistematičnega pregleda 16 recenziranih člankov in enega poglavja v knjigi. Prispevek razkriva pogosteduševne stiske in fizične težave pri učenju angleškega jezika ter tipičnevrste tehnoloških orodij, ki se uporabljajo pri pouku ali zunaj njega. Šepomembneje, ta članek razpravlja o vlogah teh tehnoloških orodij priusvajanju angleškega jezika učencev, zlasti o njihovih učinkih na učneizide 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 inučne prakse.  \nKljučne besede: izobraževalna tehnologija, učenci angleščine, učne težave, učenci s posebnimi potrebami  \nIntroduction  \nThe use of technology has received great attention in research and the practices of education in the past few decades. As defined by Huang et al. (2019), educational technology is ‘the use of emerging and existing technologies to improve learning experiences in a variety of instructional settings, such as formal learning, informal learning, non-formal learning, lifelong learning, learning on demand, and just-in-time learning’ (p. v). In other words, it has b","cbCaio7kd9xhKjyT","https://ap.wps.com/l/cbCaio7kd9xhKjyT","pdf",192885,22,"English","# Introduction\n## Definitions and scope of educational technology in ESL/EFL\n## Rationale for focusing on at-risk learners and learners with disabilities\n# Systematic review approach (study selection)\n## Included sources and study selection process\n## Reported learning difficulties and typical technology tools\n# Effects on learning outcomes and learner perceptions\n# Implications for future research and instructional practice","[{\"question\":\"What is the main purpose of the systematic review?\",\"answer\":\"To examine how technology tools support English language learners who are at-risk or have disabilities, focusing on empirical evidence and reported effects.\"},{\"question\":\"Which types of studies are included in the review?\",\"answer\":\"The review is based on 16 peer-reviewed journal articles and one book chapter published within the previous two decades.\"},{\"question\":\"What difficulties and technology tools does the review highlight?\",\"answer\":\"It summarizes common mental and physical difficulties in learning English and identifies typical technology tools used both in and out of class.\"},{\"question\":\"How do the technology tools influence learning outcomes and perceptions?\",\"answer\":\"The review discusses the roles of technology tools in English language acquisition, including their effects on student learning outcomes and students’ perceptions toward these tools.\"}]","The Influence of Technology in Educating English Language Learners at-risk or with Disabilities - systematic review | PDF",1792086769,55]