Use of a Blended Learning Tool to Support the Language and Literacy Development of Elementary English Learners

Research shows that targeted interventions for language comprehension and production benefit the development of English language proficiency and literacy skills of English Learner (EL) students. Despite this, many ELs in the United States do not receive such academic support, as few programs are designed to address the needs of ELs. Educational technology represents a potential avenue to address this gap. In this study, we present an evaluation of a blended learning tool designed to support the academic English language skills of ELs. Using a quasi-experimental design, we examine learning on standardized English language proficiency and English literacy assessments for 1,570 ELs across three districts in one US state. Results show that students who used the program scored significantly higher on language and literacy assessments compared with students who did not use the program. The findings suggest a language-focused blended learning program can contribute to improved outcomes for linguistically diverse learners.