Improving Second Language Acquisition of English Language Learners

Abstract

The reading achievement gap between English language learners (ELLs) and English native speakers is increasing due to many factors, including the limited oral language of ELs. The purpose of this study was to investigate the effect of reading online on oral language for English language learners learning virtually from home and for English language learners learning from a hybrid setting. The differing learning environments (virtual and hybrid) were just one of the many effects of the COVID-19 pandemic. The null hypothesis in this action research study was that there would be no difference between the two groups’ speaking performances after reading online over time. This study was a descriptive study using survey methodology. The participants were eight second graders from Anne Arundel County, Maryland. All eight participants were English language learners. The research found no statistically significant difference between the two groups’ speaking performance after reading online for five weeks.