Do New Technologies Facilitate the Acquisition of Reading Skills?: A Systematic Review of the Research Evidence

Zoe Louise Handley; Catherine Walter

Do New Technologies Facilitate the Acquisition of Reading Skills? A Systematic Review of the Research Evidence

Education

Research output: Contribution to conference › Paper

Abstract

Introduction:
In 2009, Spain launched its Escuela2.0 initiative, which aims to digitalise
over 14,000 classrooms in primary and secondary schools (Presidencia del
Gobierno 2009). Similarly, China is planning to provide 90 per cent of
schools with Internet connectivity by 2010 (UNESCO 2009). Following
similar initiatives in the UK, the National Curriculum now requires the use
of technology in modern foreign languages. Countries such as Spain and
China may, therefore, soon require the same in English as a Foreign
Language (EFL) classes. Consequently, there is a need to assess the state of
the art of new technologies7 in language learning (henceforth Computer-
Assisted Language Learning; CALL)8 in primary and secondary education,
sectors not traditionally associated with CALL (Jung 2005). The results of
a systematic review (as defined by the EPPI-Centre 2007) conducted in
response to this need are presented here.

Original language	English
Pages	139-149
Number of pages	10
Publication status	Published - 2010
Event	British Association of Applied Linguistics - Aberdeen, United Kingdom Duration: 9 Sept 2010 → 11 Sept 2010

Conference

Conference	British Association of Applied Linguistics
Country/Territory	United Kingdom
City	Aberdeen
Period	9/09/10 → 11/09/10

Access to Document

BAAL Proceedings 2010Final published version, 3.75 MB

Cite this

@conference{97297759e2fd466e83a351ddea695fe6,

title = "Do New Technologies Facilitate the Acquisition of Reading Skills?: A Systematic Review of the Research Evidence",

abstract = "Introduction: In 2009, Spain launched its Escuela2.0 initiative, which aims to digitalise over 14,000 classrooms in primary and secondary schools (Presidencia del Gobierno 2009). Similarly, China is planning to provide 90 per cent of schools with Internet connectivity by 2010 (UNESCO 2009). Following similar initiatives in the UK, the National Curriculum now requires the use of technology in modern foreign languages. Countries such as Spain and China may, therefore, soon require the same in English as a Foreign Language (EFL) classes. Consequently, there is a need to assess the state of the art of new technologies7 in language learning (henceforth Computer- Assisted Language Learning; CALL)8 in primary and secondary education, sectors not traditionally associated with CALL (Jung 2005). The results of a systematic review (as defined by the EPPI-Centre 2007) conducted in response to this need are presented here.",

author = "Handley, {Zoe Louise} and Catherine Walter",

year = "2010",

language = "English",

pages = "139--149",

note = "British Association of Applied Linguistics ; Conference date: 09-09-2010 Through 11-09-2010",

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TY - CONF

T1 - Do New Technologies Facilitate the Acquisition of Reading Skills?

T2 - British Association of Applied Linguistics

AU - Handley, Zoe Louise

AU - Walter, Catherine

PY - 2010

Y1 - 2010

N2 - Introduction: In 2009, Spain launched its Escuela2.0 initiative, which aims to digitalise over 14,000 classrooms in primary and secondary schools (Presidencia del Gobierno 2009). Similarly, China is planning to provide 90 per cent of schools with Internet connectivity by 2010 (UNESCO 2009). Following similar initiatives in the UK, the National Curriculum now requires the use of technology in modern foreign languages. Countries such as Spain and China may, therefore, soon require the same in English as a Foreign Language (EFL) classes. Consequently, there is a need to assess the state of the art of new technologies7 in language learning (henceforth Computer- Assisted Language Learning; CALL)8 in primary and secondary education, sectors not traditionally associated with CALL (Jung 2005). The results of a systematic review (as defined by the EPPI-Centre 2007) conducted in response to this need are presented here.

AB - Introduction: In 2009, Spain launched its Escuela2.0 initiative, which aims to digitalise over 14,000 classrooms in primary and secondary schools (Presidencia del Gobierno 2009). Similarly, China is planning to provide 90 per cent of schools with Internet connectivity by 2010 (UNESCO 2009). Following similar initiatives in the UK, the National Curriculum now requires the use of technology in modern foreign languages. Countries such as Spain and China may, therefore, soon require the same in English as a Foreign Language (EFL) classes. Consequently, there is a need to assess the state of the art of new technologies7 in language learning (henceforth Computer- Assisted Language Learning; CALL)8 in primary and secondary education, sectors not traditionally associated with CALL (Jung 2005). The results of a systematic review (as defined by the EPPI-Centre 2007) conducted in response to this need are presented here.

M3 - Paper

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EP - 149

Y2 - 9 September 2010 through 11 September 2010

ER -