\"English Language Learners (ELLs) are an educational priority in the United States as the country has become part of the global community because of technology and the interconnectedness of our cultures. Diallo (2014) noted that English has become the dominant language around the world; \"the years 1998-99 to 2008-09 saw an increase of 51% in the population in the pre-k-12 enrollment\" (p. 4) around the United States and technology has proven to be one of the best tools for ELLs and biliteracy. \"The use of technologies will not only allow learners to quickly master new language skills through exposure to a variety of new technologies, but also, the excitement that comes with these new medium can motivate learners for an extended period of time\" (Diallo, 2014, p. 4). This study is intended to evaluate the most effective methods and technological platforms, that best promote that goal; after analyzing more than 125 responses to this study's survey, from parents about their children's technology usage, it is clear that the students mostly use smartphones and laptop computers to access their homework and studies. The 126 respondents noted that their children's time in daycare and access to online lessons did help their children advance in their usage of English and they appreciated that fact\"--Leaf 7.
","abstract_html":"<p>"English Language Learners (ELLs) are an educational priority in the United States as the country has become part of the global community because of technology and the interconnectedness of our cultures. Diallo (2014) noted that English has become the dominant language around the world; "the years 1998-99 to 2008-09 saw an increase of 51% in the population in the pre-k-12 enrollment" (p. 4) around the United States and technology has proven to be one of the best tools for ELLs and biliteracy. "The use of technologies will not only allow learners to quickly master new language skills through exposure to a variety of new technologies, but also, the excitement that comes with these new medium can motivate learners for an extended period of time" (Diallo, 2014, p. 4). This study is intended to evaluate the most effective methods and technological platforms, that best promote that goal; after analyzing more than 125 responses to this study's survey, from parents about their children's technology usage, it is clear that the students mostly use smartphones and laptop computers to access their homework and studies. The 126 respondents noted that their children's time in daycare and access to online lessons did help their children advance in their usage of English and they appreciated that fact"--Leaf 7.</p>","abstract_has_math":false,"creators":["Aljunaidalsayed, Hamza"],"institution":null,"degree_name":"Master of Arts (MA) in English: Teaching English as a Second Language","degree_level":"Thesis: EWU Only","degree_discipline":"English","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:13:35Z","subjects":["English language--Computer-assisted instruction for foreign speakers","Technology and children","Internet in education","English language--Study and teaching--United States--Foreign speakers","Saudi Arabian students--United States","Second language acquisition","Family life surveys--United States","English language--Study and teaching--Foreign speakers","Family life surveys","Saudi Arabian students","Bilingual, Multilingual, and Multicultural Education","Early Childhood Education","Educational Technology"],"languages":[],"rights":["Access perpetually restricted to EWU users with an active EWU NetID"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.ewu.edu/theses/389","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Aljunaidalsayed, Hamza"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis: EWU Only"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA) in English: Teaching English as a Second Language"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English language--Computer-assisted instruction for foreign speakers","Technology and children","Internet in education","English language--Study and teaching--United States--Foreign speakers","Saudi Arabian students--United States","Second language acquisition","Family life surveys--United States","English language--Study and teaching--Foreign speakers","Family life surveys","Saudi Arabian students","Bilingual, Multilingual, and Multicultural Education","Early Childhood Education","Educational Technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Access perpetually restricted to EWU users with an active EWU NetID"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.ewu.edu/theses/389"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["\"English Language Learners (ELLs) are an educational priority in the United States as the country has become part of the global community because of technology and the interconnectedness of our cultures. Diallo (2014) noted that English has become the dominant language around the world; \"the years 1998-99 to 2008-09 saw an increase of 51% in the population in the pre-k-12 enrollment\" (p. 4) around the United States and technology has proven to be one of the best tools for ELLs and biliteracy. \"The use of technologies will not only allow learners to quickly master new language skills through exposure to a variety of new technologies, but also, the excitement that comes with these new medium can motivate learners for an extended period of time\" (Diallo, 2014, p. 4). This study is intended to evaluate the most effective methods and technological platforms, that best promote that goal; after analyzing more than 125 responses to this study's survey, from parents about their children's technology usage, it is clear that the students mostly use smartphones and laptop computers to access their homework and studies. The 126 respondents noted that their children's time in daycare and access to online lessons did help their children advance in their usage of English and they appreciated that fact\"--Leaf 7.
"]},{"key":"dc:title","label":"Title","values":["Technology use in young English language learners: a survey of Saudi parents studying in the United States"]}]}],"canonical_facts":{"dc:creator":["Aljunaidalsayed, Hamza"],"dc:description.abstract":["\"English Language Learners (ELLs) are an educational priority in the United States as the country has become part of the global community because of technology and the interconnectedness of our cultures. Diallo (2014) noted that English has become the dominant language around the world; \"the years 1998-99 to 2008-09 saw an increase of 51% in the population in the pre-k-12 enrollment\" (p. 4) around the United States and technology has proven to be one of the best tools for ELLs and biliteracy. \"The use of technologies will not only allow learners to quickly master new language skills through exposure to a variety of new technologies, but also, the excitement that comes with these new medium can motivate learners for an extended period of time\" (Diallo, 2014, p. 4). This study is intended to evaluate the most effective methods and technological platforms, that best promote that goal; after analyzing more than 125 responses to this study's survey, from parents about their children's technology usage, it is clear that the students mostly use smartphones and laptop computers to access their homework and studies. The 126 respondents noted that their children's time in daycare and access to online lessons did help their children advance in their usage of English and they appreciated that fact\"--Leaf 7.
"],"dc:identifier":["https://dc.ewu.edu/theses/389"],"dc:rights":["Access perpetually restricted to EWU users with an active EWU NetID"],"dc:subject":["English language--Computer-assisted instruction for foreign speakers","Technology and children","Internet in education","English language--Study and teaching--United States--Foreign speakers","Saudi Arabian students--United States","Second language acquisition","Family life surveys--United States","English language--Study and teaching--Foreign speakers","Family life surveys","Saudi Arabian students","Bilingual, Multilingual, and Multicultural Education","Early Childhood Education","Educational Technology"],"dc:title":["Technology use in young English language learners: a survey of Saudi parents studying in the United States"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis: EWU Only"],"thesis:degree_name":["Master of Arts (MA) in English: Teaching English as a Second Language"]},"updated_at":"2026-07-24T02:13:35Z"}