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Teaching English as a second or additional language
This page contains the findings of systematic reviews undertaken by review groups linked to the EPPI-Centre

This page presents findings which may assist the teaching of English to students for whom English is not their first language.

  • There was some evidence that, under some conditions, word processing could improve writing and editing quality.[2]
  • There was a general trend towards students finding computer-assisted sessions enjoyable and helpful, and teachers reported their role changing towards being facilitators.[2]
  • There were some suggestions that learning and motivation are assisted by: integration of ICT into regular class procedures and activities, a high-support user-friendly environment and the use of collaborative work with the goal of a concrete end-product.  However, the evidence was not clear-cut or conclusive.[2]
  • Providing opportunities for small group work in literacy was tentatively recommended.[1]

References

1. What strategies can be used by initial teacher training providers, trainees and newly qualified teachers to raise the attainment of pupils from culturally diverse backgrounds? (2004)

2. A systematic review of the impact of ICT on literacy learning in English of learners between 5 and 16, for whom English is a second or additional language (2004)

  
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