Development and promise of a vocabulary intelligent tutoring system for Second-Grade Latinx English learners

Abstract

We examine the promise, usability, and feasibility of an intelligent tutoring system (ITS) to improve the vocabulary and language proficiency in science and social studies of Latinx second grade English learners (ELs). Participants were 217 ELs attending English only programs or bilingual programs. Findings from the clustered randomized control trial using a researcher-developed proximal assessment indicated that students who used the ITS significantly improved their vocabulary knowledge of the words taught compared to students in the comparison group (ES = 0.38). Results also indicated that most students enjoyed using the ITS and learning new words. Teachers found the program feasible and beneficial to their students.

Keywords:

• Intelligent tutoring system
• vocabulary instruction
• computer-assisted instruction
• science
• social studies
• bilingual programs
• second language acquisition
• academic language

Acknowledgements

We would like to thank Vivianne Mogna for the coordination of the project, Nick Reeves and Robert Andy Rash for the support in the development of the ITS. This research was supported by Grant No. R305A140471, titled English Learner Vocabulary Acquisition (ELVA): Promoting the Vocabulary and Language Proficiency of Spanish Speaking English Learners in Second Grade, funded by the US Department of Education, Institute of Education Sciences to Southern Methodist University. The views expressed within this article are those of the authors and do not represent those of the US Department of Education or the Institute of Education Sciences.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Doris Luft Baker

Doris Luft Baker, PhD, is an Associate Professor at the University of Texas at Austin. Her research interests are the development and evaluation of instructional tools and assessments in English and in Spanish designed to improve and monitor the academic performance of English learners, bilingual students, and Spanish monolingual students with and without learning difficulties. Please address correspondence to: Doris Luft Baker, Department of Special Education, University of Texas at Austin, 1912 Speedway, Stop D5300; Austin, TX 78712

Hao Ma

Hao Ma, Ph.D., is a research analyst in the Department of Sociology at Rice University. One of his research interests is using Bayesian statistics to examine the impact of empirical education studies.

Paul Polanco

Paul Polanco holds a Ph.D. in Education from Southern Methodist University in Dallas, Texas. His research focuses on exploring the effects of bilingualism on educational, economic, and social outcomes for Latinx students in the United States, through the use of longitudinal quantitative data. Prior to pursuing a Ph.D., Paul worked as a bilingual teacher for nine years in the Dallas Independent School District.

Jillian Marie Conry

Jillian Marie Conry, Ph.D. is a research and evaluation coordinator in the Annette Caldwell Simmons School of Education and Human Development at Southern Methodist University. Her research interests include educational technology, second language acquisition, literacy, and equity, particularly with respect to English-language learners.

Akihito Kamata

Stephanie Al Otaiba, Ph.D., is a Centennial endowed professor in Teaching and Learning at Southern Methodist University. Her research and publications focus on early literacy interventions for students who are English language learners and for students with or at-risk for disabilities, response to intervention, multi-tiered systems of support, and teacher training.

Stephanie Al Otaiba

Akihito Kamata, Ph.D. is a professor of Psychology and Education Policy & Leadership at Southern Methodist University. He is also the Executive Director of Center on Research and Evaluation at SMU. He specializes in Psychometrics and Quantitative Methods.

Wayne Ward

Wayne Ward, PhD. From 1986-1998, Dr. Ward was Research Faculty in the Department of Computer Science at Carnegie Mellon University, working on spoken language understanding by computer. Since 1998, he has been a Research Professor in the Institute of Cognitive Science at The University of Colorado. He is also Principal Scientist at Boulder Learning, Inc., a company conducting applied research in speech-based education applications.

Ron Cole

Ron Cole has been conducting basic and applied research in human and computer speech recognition and language understanding for the past 50 years. His current research focuses on developing and evaluating intelligent tutoring systems for early learners.