Design and evaluation of a set of methodological strategies for learning a second language in students with Down Syndrome using Computer-Based Instruction

• Published in: IEEE transactions on learning technologies Vol. 17; pp. 1 - 10
• Main Authors: Cunha-Perez, Cristina, Arevalillo-Herraez, Miguel, Arnau, David
• Format: Journal Article
• Language: English
• Published: Piscataway IEEE 01.01.2024; The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
• Subjects: CALL; Computer Assisted Instruction; computer-assisted language learning; Control Groups; Distance learning; Down Syndrome; Education; Educational Media; Electronic mail; Elementary education; English as a second language; Inclusive education; individualization; Individualized Instruction; Instructional aids; Instruments; Learning strategies; Second language learning; Software; Students; Syntactics; Teaching; Thumb; Vocabulary
• ISSN: 1939-1382; 2372-0050
• DOI: 10.1109/TLT.2023.3242170

This paper introduces a set of teaching strategies to enhance second language learning for students with Down Syndrome (DS) enrolled in an English course covering material from the first two years of Primary School. A set of instructional support strategies have been defined and integrated into an online learning software, developed ad-hoc to teach the basic vocabulary of the English subject syllabus of the two first courses of Primary School. A controlled experiment was carried out with 20 students with DS, who were divided into two groups: control and experimental. The control group was given a simplified version of the software, while the experimental group had access to the complete software with personalized instruction. Prior to the experiment, all participants undertook the same level test (pre-test) in order to assess their initial knowledge level of English. After finishing the learning stage, a post-test was provided to the students to assess their learning. In both groups, results in the post-test were consistently better than in the pre-test, supporting the positive effect of the learning software as an instructional tool. In addition, learning gains were significantly higher in the experimental group, that used the proposed instructional aids.