Investigating the Effectiveness of Technology-Enhanced Language Learning Tools in Supporting Second Language Acquisition
Christiana Darkoah, Levina Nyameye Abunya 
, Edward Owusu & Victoria Ogunnike Faleke
Issue: Vol.5 No. 10 December 2024 Article 4 pp.427-439
DOI : https://doi.org/10.38159/jelt.20245104 | Published online 24th December, 2024.
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The level of attainment of second language (L2) proficiency in children differs. While some attain it early, others face several challenges in achieving success in language proficiency. The variance raises inquiries into the factors influencing language learning outcomes among young learners. Consequently, this paper delved into the correlation between young learner’s access to technological tools and devices at home and their proficiency levels in their second language. Twenty-five participants were randomly selected from KNUST Primary School in Kumasi, Ghana. Employing a qualitative research approach with a corresponding phenomenological research design, the study conducted semi-structured interviews with twenty-five out of forty-three learners in a basic three class. Through thematic data analysis, the study revealed a rising trend of learners utilizing technology-enhanced language learning tools beyond conventional classrooms, indicating a shift towards integrated and personalized language learning. Furthermore, the study discovered that effective utilization of technology can strengthen vocabulary and communication skills, with various tools like language apps, television channels, smartphones, and computers playing roles in facilitating Second Language Acquisition (SLA). The study recommended ensuring equitable access to technology is essential, necessitating investments in infrastructure and resources. Educators should undergo professional development to integrate technology-enhanced language learning tools effectively. Collaboration among researchers, educators, and developers is pivotal for creating high-quality tools that cater to diverse learner needs. The paper highlights the critical role of technological tools in SLA among young learners, shedding light on how access to and effective use of technology can improve vocabulary and communication skills.
Keywords: Technology, Enhanced, Support, Second Language Acquisition, Language Learning Tools
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Ms. Christiana Darkoah is an experienced educator with more than ten years of teaching Asante Twi at Kwame Nkrumah University of Science and Technology (KNUST) Basic School in Kumasi. She holds a Bachelor of Arts in Akan from KNUST and a Diploma in Basic Education from University of Education Winneba. She is currently pursuing her MPHIL in Language and Literacy Education at the Department of Teacher Education, KNUST. Her research interests include second language acquisition, language and literacy and language teaching.
Dr. Levina Nyameye Abunya (PhD) is a Lecturer of Linguistics in the Department of Language and Communication Sciences at Kwame Nkrumah University of Science and Technology. She obtained her PhD from the University of Ghana. Her research interests include descriptive and theoretical linguistics with a special focus on on syntax, morphology, semantics, sociolinguistics, and second language acquisition. Her research includes projects exploring the aspects of the grammar of Kaakye, a North Guan (Kwa, Niger-Congo) language spoken mainly in the Oti Region of Ghana. She is also passionate about language and literacy education. She is a member of the Association of Contemporary African linguistics (ACAL) and Linguistics Association of Ghana (LAG).
Prof. Edward Owusu (PhD) is an Associate Professor of English Language & Applied Linguistics in the Department of Communication Studies at Sunyani Technical University. Additionally, he is the Director for Grants, Research, and Development. He has about 80 publications in peer-reviewed indexed journals. His research interests are Language Studies, Literature, Sociolinguistics, Linguistics, Critical Thinking, HRM, Ethics, Language Education & Communication Skills. He is a member of the Linguistics Association of Ghana (LAG). He is a Visiting Associate Professor at IDL, KNUST; and Christian Service University, Regent University College of Science and Technology, where he facilitates some courses and assesses PhD, MPhil, and MA dissertations. He has attended and presented papers in some countries in Asia, Europe, and Africa. He is the Editor-in-Chief of the Journal of Psychology and Behavior Studies.
Dr. (Mrs.) Faleke, Victoria Ogunnike currently lectures in Kwame Nkrumah University of Science and Technology, Kumasi (KNUST), a Senior Lecturer in the Department of Language and Communication Sciences. Prior to KNUST, she had lectured in two prominent Nigerian universities: Federal University Dutsinma and Federal University Birnin Kebbi, Kebbi State, in the Department of European Languages, where she rose to the rank of Associate Professor in Pragmatics and Multimodal Discourse. She has more than fifty publications in reputable national and international journals, including Books, Book of Chapters and Festchrits, and had attended many national and international conferences. Her research interest lies in Medical Pragmatics and Multimodal Discourse. She obtained her BA, MA and PhD degrees in English Language from the prestigious universities of Usmanu Danfodiyio University Sokoto, University of Ibadan and Ahmadu Bello University, Zaria Nigeria.
Darkoah, Christiana, Levina Nyameye Abunya, Edward Owusu, and Victoria Ogunnike Faleke.”Investigating the Effectiveness of Technology-Enhanced Language Learning Tools in Supporting Second Language Acquisition.” Journal of Education and Learning Technology 5, no.10 (2024): 427-439. https://doi.org/10.38159/jelt.20245104
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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