1. IntroductionTechnology is evolving and its utilization in the educational process is growing. Technology has impacted the way knowledge is assimilated and imparted within the classroom (Huneycutt, 2013). Noeth and Boris (2004) state that technology contributes to the improvements in teaching and learning within schools (p. 1). Technology in the classroom, as defined by Huneycutt (2013), is a tool that is used to promote learning and include various innovations, such as computers, calculators, tablets, cameras, etc. (para. 2). Technology should be a tool to help educators meet the needs of all children (Noeth & Boris B, 2004).Considering the diverse population of students enrolled within a school, identifying the unique needs of students would assist in the appropriate use of technology integrated instruction. Narrowing in on the population of students who have been identified as English as second language (ESL) learners, technology has greatly impacted their language acquisition (Morales, 2014). Integration of technology in the classroom provides benefits to language learners (Chang & Lehman, 2002). The utilization of technology to promote multiple literacies within the ESL and bilingual field has stemmed from Computer Assisted Language Learning (CALL) (The State Education Department; The University of the State of New York, 2010).CALL, is often perceived, somewhat narrowly, as an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement, an assessment of material to be learned, usually including a substantial interactive element (Davies, n.d.). Tracing its origins back to the 1960s, CALL has since developed significantly and is known to be defined more broadly in terms of what is considered a computer (Davies, n.d.). In regards to its development overtime, Shafei (2012) has claimed that CALL has also been termed as technology-enhanced language learning (TELL), computer assisted language instruction (CALI) and computer-aided language learning (p. 109). Shafei (2012) also notes that CALL must be considered a tool, rather than a method, that is used to enhance the language learning process of students, including those with limited proficiency in language (pp. 109-110). CALL provides benefits to ESLs learning the four modalities of language, which include reading, writing, listening, and speaking.This study will focus on the modalities that fall under oral language. Speaking and listening are modalities of language that are considered oral language. These skills play a fundamental role in the development of language. Shepherd (2008) claims in her report, speaking and listening skills are part of the national curriculum but educationalists attest that it does not receive the appropriate amount attention it deserves (para. 4). However, skills in these modalities are necessary for students to partake in group discussions and interactions, which are vital classroom activities, that enhance creativity and understanding (Department of Education and Skills, 2006). Additionally, oral language skills promote the social relationships amongst peers, which lead to the development of confidence and positive attitudes in learning, especially amongst English language learners (Department of Education and Skills, 2006). Thus, it would be essential to study the effects of CALL on oral language skills of ESLs because of the emphasis on best classroom practices involving listening and speaking strategies across curriculums in todays classrooms and the increase availability of technology.As the accessibility of computers and related software is increasing within the Guam public schools, the implementation of CALL within the ESL programs is growing as well. With students of this century becoming more accustomed to multiple computer devices that conveniently provide applications that assist in language development, CALL is a tool that can be integrated into the modern-day curriculum and instruction of the islands classroom. With the population of students identified as ESL learners at the primary level, development in oral language skills is necessary to achieve success. This study will focus on the effects that the integration of CALL has on the oral language skills of ESL learners who are serviced within the ESL classrooms at the elementary level of a public school on Guam.

References

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