1.

Introduction
Technology 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
Carr, N. T., Crocco, K., Eyring, J. L., & Gallego, J. C. (n.d.). Perceived Benefits of Technology
Enhanced Language Learning in Beginning Language Classes. International Association
for Language Learning Technology, 41(1). Retrieved from
http://www.iallt.org/iallt_journal/perceived_benefits_of_technology_enhanced_language
_learning_in_beginning_language_clas
Chang, M.-M., & Lehman, J. D. (2002). Learning Foreign Language Through An Interactive
Mulimedia Program: An Experimental Study on the Effects of the Relevance Component
of the ARCS Model. CALICO Journal, 20(1), 81-98. Retrieved from
https://www.calico.org/html/article_402.pdf
Davies, G. (n.d.). CALL (Computer Assisted Language Learning). Retrieved from Centre for
Languages, Linguistics & Area Studies: https://www.llas.ac.uk/resources/gpg/61
Department of Education and Skills. (2006). Unit 4: Speaking, Listening, Learning: Working
with Childen Learning English as an Additional Language. In Excellence and Enjoyment:
Learning and Teahing for Bilingual Children in the Primary Years. Primary National
Strategy. Retrieved from http://www.naldic.org.uk/Resources/NALDIC/Teaching%20and
%20Learning/pri_pubs_bichd_213506_021.pdf
Huneycutt, T. (2013, October 8). Technology In The Classroom: The Benefits of Blended
Learning. Retrieved from National Math + Science Initiative:
http://www.nms.org/blog/TabId/58/PostId/188/technology-in-the-classroom-the-benefitsof-blended-learning.aspx
Morales, N. E. (2014, May). Use of Computer Assisted Language Learning. Education and
Human Development Master's Thesis. Retrieved from
http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?
article=1398&context=ehd_theses
Noeth, R. J., & Boris B, V. (2004). Evaluating the Effectiveness of Technology in Our Schools.
ACT. Retrieved from http://www.act.org/research/policymakers/pdf/school_tech.pdf
Shafaei, A. (2012). Computer Assisted Learning: A Helpful Approach in Learning English.
Frontiers of Language and Teaching, 3. Retrieved from
http://www.academia.edu/2365227/Computer_Assisted_Learning_A_Helpful_Approach_
in_Learning_English

Shepherd, A. (2008, May 8). Speaking and Listening. TES Connect. Retrieved from
https://www.tes.co.uk/article.aspx?storycode=2113584
The State Education Department; The University of the State of New York. (2010). TechnologyEnhanced Instruction for English as a Second Language (ESL) and Bilingual Education.
Albany . Retrieved from http://www.p12.nysed.gov/biling/docs/TechProjectFinal.pdf