Technology-Assisted Generation of Linguistically Relevant Instructional Activities to Support English Learners in Content and Language Learning

• In Event: Teaching and Learning of Academic Language and Literacy for English Learners

Abstract

Perspectives, Purpose, & Significance
This paper will report on pilot studies using the technology-assisted tool called the Palette with middle school teachers of English learners (ELs). The Palette was developed as part of a federally-funded project with the aim of developing a technology-rich, instructional program to improve EL outcomes in understanding content-area texts and developing language skills. The project is motivated by the awareness that ELs who may already be struggling to acquire grade-level English language skills may be further disadvantaged by the new text demands likely to enter the curriculum as a result of the new Common Core State Standards. Our prior research and interactions with teachers, and a growing literature base, has helped us to gain insights into how one might use linguistic analysis tools to generate activities appropriate for instructional support of content and academic language skills.

Applying previous research, a technology-driven, web-based software platform, the Palette, was developed as a tool for automated generation of language-focused instructional activities. This tool was intended to serve as a professional development (PD) program with an assumption that PD will be a mediator to eventually lead to student learning outcomes. In this project we have: (1) built a Palette version 1 system that incorporates natural language processing (NLP) capabilites, (2) created a text and activity library, (3) collected evaluation data of activities and texts from EL specialists and content-area teachers, and (4) piloted activities with EL and non-EL students.

In this session, we focus on our usability study with the goal of formatively evaluating the Palette and instructional activities with teachers to inform PD and to support a classroom implementation that uses the system.

Participants & Procedures
In Fall 2014, we conducted a usability study with 12 middle school, content-area teachers (ELA, Social Studies and Science) and two EL specialists. We surveyed participants on their professional background, instructional settings, and technology experiences. We then asked teachers to trial a set of ‘dynamic’ mock-ups of the system including 14 activity types. Teachers were instructed to complete use-case scenarios with the software, such as uploading or locating texts, or creating and editing instructional activities. Teachers could comment on each screen if they experienced difficulties or found the screen designs to be unclear. Performance results and teacher comments were analyzed by the research and programming teams to determine system modifications. After the scenario trials, participants completed a perception survey instrument adapted from the System Usability Scale (SUS) survey (Brooke, 1996).

Results
Teachers reported moderate prior experience levels with technology for personal use and in using technologies during classroom instruction. Most teachers successfully completed use-case tasks, and reported that activities were aligned with state standards. Moreover, teachers reported that their awareness of the academic language features increased via use of the tool. Most teachers reported that they would likely be willing to use the activities with their classes for EL language development. In this session, we will present detailed results and implications for providing technology-assisted academic language instruction tools for teachers of ELs.

Authors

• John P. Sabatini, ETS

• Jill Burstein, ETS

• Nitin Madnani, Educational Testing Service

• Kietha Biggers, ETS