The effects of computer-assisted technology on the language acquisition rates of second language acquisition students

The problem. The purpose of this study was to determine the rate of acquisition of second language learners of English when classroom instruction was augmented with computer-assisted learning and Specially Designed Academic Instruction in English (SDAIE) methodologies.;Method. An ANOVA measured the gain scores of approximately 200 sixth, seventh, and eighth grade second language acquisition students in the Norwalk-La Mirada Unified School District. Students were administered pre- and post tests in the areas of writing and oral language. Scheffe Post-Hoc Analysis tests were also performed on some of the results to identify and measure significant differences between gender groups.;Results. The first research question, which predicted significant gain scores in the three test areas for the experimental groups who received computer-assisted learning and SDAIE instructional methodologies, was supported. The second research question, which predicted a faster rate of second language acquisition for the experimental groups which had received computer-assisted learning, showed a need for further data.;The Scheffe Post-Hoc Analysis for significant differences found that the female experimental groups and male experimental groups reported higher gain scores over the female control groups and male control groups in the study.;The experimental group of females and males showed greater rate of acquisition over the female and male control groups in the study.;Results of the study supported the theory that second language acquisition students need the support of SDAIE methodologies and computer-assisted learning to attain second language proficiency.;Recommendations suggested school districts assess their second language acquisition programs. Teachers must receive training in computer-assisted learning and SDAIE teaching methodologies for second language acquisition students. District officials who coordinate English language instructional programs need to enrich the instructional program of second language learners with as many forms of technology as possible. Finally, school districts should work with teacher training institutions to ensure that educators are prepared to teach second language learners using SDAIE and computer-assisted instruction.