meet AYP goals (Abedi & Dietal, 2004; Sullivan et al., 2005). The deficiency in Georgia progress in meeting AYP goals highlights the importance of determining the most ELLs’ effective means for enhancing language proficiencies. ELLs’ Review of the Literature Factors Affecting English Language Learners’ Success The challenges ELLs face are momentous. Abedi and Gándara (2006) have observed that ELLs lag behind their English-proficient peers in all content areas because of factors such as, challenges associated with learning a second language, unequal parents’ education, poverty, schooling conditions, poor reading skills in native languages, and poor assessment tools. factors, also, influence performance. Abedi and Gándara explained ELLs’ academic that many assessments ask students to solve problems within a framework built around American society and values. Many ELLs lack the cultural background to successfully respond to some assessment items. Additionally, the academic challenges many ELLs face may lead to a diminished sense of self-efficacy, which could (Abedi & Gándara, 2006, p. 42) that elicit “learned helplessness” may prevent them from even attempting tasks perceived as too difficult. To help mitigate factors that inhibit success, Garrett (1991)—in his seminal study on ELLs’ designing a welcoming learning environment that fostered as much collaboration as possible in the second language. and Impact on Language Learning Instruction CALL’s Evolution The advance of technology has significantly improved the ability to provide quality language learning experiences to learners (Ayres, 2002; Green, 2005; Wang & Heffernan,
meet AYP goals (Abedi & Dietal, 2004; Sullivan et al., 2005). The deficiency in Georgia ELLs’ progress in meeting AYP goals highlights the importance of determining the most effective means for enhancing ELLs’ language proficiencies. Review of the Literature Factors Affecting English Language Learners’ Success The challenges ELLs face are momentous. Abedi and Gándara (2006) have observed that ELLs lag behind their English-proficient peers in all content areas because of factors such as, parents’ education, poverty, challenges associated with learning a second language, unequal schooling conditions, poor reading skills in native languages, and poor assessment tools. factors, also, influence ELLs’ academic performance. Abedi and Gándara explained that many assessments ask students to solve problems within a framework built around American society and values. Many ELLs lack the cultural background to successfully respond to some assessment items. Additionally, the academic challenges many ELLs face may lead to a diminished sense of self-efficacy, which could elicit “learned helplessness” (Abedi & Gándara, 2006, p. 42) that may prevent them from even attempting tasks perceived as too difficult. To help mitigate factors that inhibit ELLs’ success, Garrett (1991)—in his seminal study on designing a welcoming learning environment that fostered as much collaboration as possible in the second language. CALL’s Evolution and Impact on Language Learning Instruction The advance of technology has significantly improved the ability to provide quality language learning experiences to learners (Ayres, 2002; Green, 2005; Wang & Heffernan,
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