A Study on Literacy Enhancement:Assessing the Impact of Technology-Assisted Reading Instruction on English Language Learners

The purpose of this research is to assess the impact of technology-assisted reading instruction specifically on English language learners.The interview method was employed and the questionnaire served as the major data-gathering instrument.The respondents of the study were composed of learners.It was evident from the results that technology-assisted reading instruction provided significant benefits for improving reading comprehension through individualized and interesting learning experiences.In addition to promoting more engagement,this method enhances literacy,allowing students to engage in more meaningful conversations in English.Overall,technology-assisted reading instruction has been shown to help English language learners become more motivated and engaged by providing them with individualized,interactive learning opportunities that effectively accelerate their language development.

A Review on Research on Technology-Assisted Simultaneous Interpreting

Simultaneous interpreting(SI)has undergone a long historical period.With a variety of technologies employed in SI,the researches on it have taken on some new features and brought about new inspirations to this industry.This paper aims at first introducing various technologies or technological tools used in interpreting,and then reviewing on the history of the development of technology-assisted interpreting,the current researches,and their limitations,and finally drawing some inspirations from the past researches of technology-assisted SI,to offer some proposals on the future research trends on technology-assisted SI,ranging from carrying out more empirical studies and surveys to collect interpreters’attitudes towards technology used in SI,to conducting psychological experiments to analyze and explain interpreters’emotional response to technology-assisted SI,to designing specific measurements and indicators to reveal interpreters’discomfort experienced during technology-assisted SI.

Technology-Assisted Reading Instruction for English Language Learners:A Methodological Review

Purpose:By methodologically reviewing the literature on Technology-Assisted Reading Instruction(TARI)for English Language Learners(ELLs)in K-12 settings,this study aims to advance the knowledge of TARI research and guide future research directions.Design/Approach/Methods:This study examines 32 peer-reviewed journal articles published between 2000 and 2020.Each article was analyzed for research objectives,reading skills,learner demographics and contexts,theoretical frameworks,research designs,and outcomes.Findings:A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments,but limited attention to learners'literacy practices and interactive engagement in digital contexts.Additionally,there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs'reading progression and a continued emphasis on developing traditional literacy over multimodal literacy.TARI can enhance reading motivation,foster collaborative learning,provide scaffolding,improve reading performance,andexpand semiotic resources.Originality/Value:As one of the first comprehensive methodological reviews of TARl,this study elucidates ELL reading education in the era of multiliteracy.Results have implications for technology-mediated education,which expanded rapidly during the COVID-19 pandemic.

A Review of Research on Technology-Assisted Teaching and Learning of Chinese as a Second or Foreign Language from 2008 to 2018

More and more studies are examining the use of technology in the teaching of Mandarin Chinese as a second or foreign language(L2 Chinese).The current study involved a systematic review of the literature in the field published outside China from 2008 to 2018.A total of 33 studies met the inclusion criteria.The current review study aimed:(1)to examine the research topics and technologies used in the literature;(2)to identify the benefits of,and challenges involved in,the use of technologies in L2 Chinese teaching and learning;and(3)to suggest implications for practitioners and directions for further research.The review study provides educators and researchers with an overview of recent developments in this field,which could be helpful in informing teaching practice and further research.

Explaining ADVA and TAADVA:Risk factors and correlates

While research regarding the correlates and risk factors of Adolescent Dating Violence and Abuse (ADVA) has been established,less research has explored what factors might be associated with adolescent involvement in Technology-Assisted Adolescent Dating Violence and Abuse (TAADVA). This paper therefore reviews the literature to have reported on risk factors for ADVA and correlates of TAADVA in order to assess the current state of this knowledge base and look for similarities and differences between factors identified. A range of factors were identified that were important in ADVA and TAADVA victimisation and/or instigation and these are considered in terms of the level of theory that they can support in terms of their ability to explain ADVA and TAADVA,in addition to where they sit within an ecological framework. Due to research on TAADVA being relatively recent in comparison to ADVA,only correlates were identified in studies investigating associated factors whereas longitudinal risk factors have been well established with regard to ADVA that has been researched more extensively. Future research should attempt to standardise measures of risk factors and correlates in order to make comparisons more accurate and move research forward by developing a comprehensive theory of ADVA and TAADVA.