Anthony Mills, L. S. (1996, November). The Implementation of a First Year English Placement

System. The Internet TESL Journal, II(11). Retrieved from http://iteslj.org/Articles/Mills-

Placement.html

This article is about implementing an English Placement Exam at the Kyoritsu Women’s

University. It was given to first year students in order to determine their English proficiency

levels and how they can be placed in their classes. The test implemented was the Comprehensive

English Language Test (CELT). Prior to the implementation of the test, classes for first year

students were diverse when it came to language proficiencies. This created a dilemma for

instructors. The test allowed for students to be grouped into classes based on their proficiency

levels. However, the test did pose problems amongst students in relation to their culture.

Students did not want to stand out for being knowledgeable of for needing improvement. In the

Japanese culture, it is not good to stand out. The results of the study showed that students do well

if they are comfortable and if they were familiar with their classmates. It also showed that

implementation of the test allows for the need to retest later using the same test or another

version, to develop curriculum based on the results, and to compare the scores to those of the

college entrance exam.

This article has useful information regarding the need and purpose for implementing an

English language comprehensive exam. The results and uses of obtain the scores and other

information from these entry exams also provide information on how it should be used in other

schools. However, this study was done at the university level and may not be applicable at the

primary or secondary level students. But it does give insight into how placement tests and/or

comprehensive tests are useful when it comes to determining what instruction students need if

they are ELLs.

Beare, K. (n.d.). CALL Use in the ESL/EFL Classroom. Retrieved from About Education:

http://esl.about.com/od/esleflteachingtechnique/a/t_usecall.htm

This article provides information on how CALL can be useful in ESL/EFL classrooms. It

gives descriptions of activities that can be done in the classroom that integrate CALL. One uses

passive voice and one using strategy games.

It is a very brief article but it is written by ESL expert and his views on how some CALL

activities can be carried out in the classroom. The examples and explanation of how to carry out

oral activities and strategy games is useful. These small, but common, activities can be observed

in the ESL classroom if it is being used. It is something that can be used to develop interview

questions for teachers and students.

Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA.

Language Learning and Technology, 2(1), 22-34. Retrieved from

http://llt.msu.edu/vol2num1/article1/

This article is about multimedia CALL and how it may have been developed on the basis

of conditions for second language acquisition. The theory of SLA may be used to design and

guide research on effectiveness of CALL. The idea that there are varieties of multimedia that can

be integrated into the different areas of SLA, it is beneficial when it comes to second language

learning.

This article outlines the relationship between SLA and CALL. It does explain what types

of multimedia tools can be used to manipulate language use and practice. The information

provided in this website will be useful in explain the related theory behind CAL and how it can

be applied to the classroom. It also serves as a guide to designing and selecting appropriate tools

for ELL learners.

Chen, J. F. (1996). CALL is not a Hammer and not Every Teaching Problem is a Nail! The

Internet TESL Journal, II(7). Retrieved from http://iteslj.org/Articles/Chen-CALL.html

This article is about the changing of expectations of computers usage in the classroom. It

briefly describes the history of using computers for instruction and learning. It briefly describes

Computer assisted instruction and computer assisted language learning in Taiwan. The

researcher found that this country was slow to develop the tools used in language learning,

considering their pace at developing technology in general. The study also has shares that

education and technology work well together. It also emphasizes that students and teachers have

positive attitudes regarding technology on the classroom.

This article gives insight into the development and effectiveness of computers assisted

learning over the years. It also describes how it is being applied to even foreign countries. It

does, however, suggest that more research on the area needs to be done. I think I can use the

historical description to analyze how we far we have come in our schools in terms of CALL

integration.

Chien, G. C.-W. (2003, December). Integrating English into an Elementary School Life Course.

The Internet TESL Journal, IX(12). Retrieved from http://iteslj.org/Articles/Chien-

Integrating.html

This article is about the integration of content-based instruction in elementary school

courses in Taipei. In this case, English was used to teach the academic subject. However,

students were not offered these classes every day. They were limited to primary level students

until they reached fifth grade. Tis research aimed to see if progress would be made if students

learned English during their Life Course at the second grade. The study found that 83% of

students had positive attitudes toward having their English teacher teach them the Life Course as

well. It describes five effective ways to integrate English into the Life Course. These include

adapting lesson plans, use various activities and worksheets, teachers should work cooperatively

in designing lesson plans, teachers should introduce key words in English classes in advance, and

make English the medium for the Life Course instructor.

The information provided on the website is very useful in describing the success of

integrating English into a course in order to teach English. Because it was based on the primary

level of schooling, it may provide insight into how our local schools can apply effective

strategies in the ESL classroom or even in the general education classroom where ELLs are

present. This article does touch a little on content-based instruction.

Davies, G. (n.d.). CALL (Computer Assisted Language Learning). Retrieved from Centre for

Languages, Linguistics & Area Studies: https://www.llas.ac.uk/resources/gpg/61

This website talks about the definition and aspects of Computer Assisted Language

Learning. It also gives a brief history of CALL and provides some information about how it has

evolved over the years. It discusses the traditional CALL, Explorative CALL, and multimedia

CALL. It even provides information about some CALL programs and supplies of some

materials.

The information provided on this sight will help me understand the role that technology

plays in the classroom. It also will provide information about what may possibly work in the

classroom. This information here gives me some insight about how I can apply CALL to my

research that will possibly analyze the benefits of technology use in ESL services to students.

Drakos, J. (2005, March). Ideas for Developing a Personal EFL Teaching Curriculum. The

Internet TESL Journal, XI(3). Retrieved from http://iteslj.org/Articles/Drakos-

Curriculum.html

This article is about the importance of a curriculum and the frequency of it being updated

and revised. It describes teachers as having the role of developing a curriculum for EFL/ESL

students. It also describes as using websites and other online programs to keep up to date with

the changes in curriculum and activities that can be used for the students. The study found that

continuous research and prioritizing the need and abilities of students can assist and EFL teacher

to be more developed in providing instruction to EFL and ESL students.

This article describes the need for curriculum development and development as a teacher.

It does not directly relate to my study, but it does give insight into the need for a curriculum

development. When students are identified and placed into ESL services, the curriculum should

be geared toward their needs. So in relation to my study, it is important to find what curriculum

is being sued for ur students who are being provided ESL services within our public schools.

Enrolling & Identifying New ELL Students. (n.d.). Retrieved from Area Education Agency 267:

https://www.aea267.k12.ia.us/ell/basic-program-components/enrolling-new-ell-students/

This webpage was published by Area Education Agency. It goes through the general

steps for identifying and placing students who may qualify for English language learning

programs. It describes the Home Language Survey, identification/placement screening

assessments, assessment of academic skills, and an analysis of other data. The analysis of data,

as described on this webpage, is mandated by No Child Left Behind. It also integrates the law

outlined in Iowa Code.

This website give me information about the steps of the identification and placement

process for ELL students. It is similar to other websites, but it does go into more detail. It may be

useful to compare to what the processes and the required days to complete certain processes of

our local schools are. It may also be good to try and view the sample screening and assessment

items that are linked on this website. The webpage also has a link to a visual that describes that

identification and placement process. It is a map that briefly describes the process of placement

and what types of services may be available for ELL in our schools.

Hubbard, P. (n.d.). General Introduction. Retrieved from

http://web.stanford.edu/~efs/callcc/callcc-intro.pdf

This article provides an introduction to CALL and its aspects. It explains that the design

of CALL is linked to principles derived from the research base of the interactionist perspective

of second language acquisition. It further explains the trends and issues of CALL. It also

describes how CALL is designed and how it can be evaluated. Teachers can evaluate certain

programs using checklists and other mediums.

This article is really useful in the methodology sense. It does not explain an exact method

in which CALL was derived, but it does make a connection to second language acquisition and

how it can be integrated into language learning. It gives details about how computers can be

integrated into the listening, speaking, reading, and writing skills as well. It also focuses on the

use of CALL for grammar and vocabulary learning.

Iacob, I. (2009). The Effectiveness of Computer Assisted Classes. Computer Science Series.

Retrieved from http://anale-informatica.tibiscus.ro/download/lucrari/7-1-15-Iacob.pdf

This article is about a study that focuses on the efficiency of computer assisted English

classes. It also emphasizes the need for developing methodology of new technology. It discusses

the advantages of using computer technology in children’s classes for ESL. It discusses how the

use of computers will expose students to a combination of sounds, images, music, and other

interactive elements that will engage the student. The study was done on preschool and

elementary school children and involved exposing them to computer use. Some criticism

mention in the study include the cost of computers, does not provide consistent feedback,

computers cannot properly evaluate the speech of students, and the computer or other technology

is not meant to replace the teacher. The study concludes by outlining how computer assisted

language learning lack pedagogic strategies and limits the assessment of teaching methods that

should be involved. However, it does say that effectiveness of computer assisted language

learning cannot be denied for ESL children.

This article reflects a lot on the cons of CALL and how more development in its

methodology in relation to education is needed. It does explain that it is useful and beneficial for

ESL students at a young age. It also explains how CALL was used to develop vocabulary within

students. The information provided in this article will be useful in my study of CALL.

Idaho State University. (n.d.). Computer Assisted Language Learning (CALL). Retrieved from

ESL Teaching Resources: https://sites.google.com/a/isu.edu/esl-teaching-resources/call

This article briefly defines CALL as using computers to support language and teaching. It

discusses the use of drill and practice program. It also gives examples, descriptions, and links to

online programs that provide instructional elements. It includes games, websites, course

management tools, and even Apps for iPads.

This website provides useful information for my study. It gives examples and links to

different online programs. I think that looking through them and introducing ESL teachers to

them in order to see if students benefit from it will be useful. I feel that these would be some

things to inquire about during interviews for my study.

Identifying Language Proficiency for Program Placement. (2007). Retrieved from Colorin

Colorado: http://www.colorincolorado.org/educators/assessment/identification/

This webpage was published by ¡Colorin Colorado!, a national website that serves

educators for English language learners in kindergarten through twelfth grade. The website also

has the option to be viewed in Spanish. The information is research-based. This particular

webpage discusses the general steps that are outlined in state policies within the United States, in

regards to instructional services of English language learners. It briefly, but clearly, describes the

student home language survey, identification of educational background, identification of levels

of English proficiency, and identification of academic experience. Sample questions for each

area of placement and identification evaluation are given.

The information provided on this webpage is relevant to the area of the identification and

placement process for ESL students. The information is a general overview of the different

identification steps. It seems similar to that done locally, but may have slight differences in its

questions. It does not cite specific laws or federal educational requirements, but it does provide

brief details about each step of the process.

Kannan, J. (2000). Issues Affecting On-line ESL Learning: A Singapore Case Study. The

Internet TESL Journal, VI(11). Retrieved from http://iteslj.org/Articles/Kannan-

OnlineESL.html

This article is about online test taking skills related to ESL learning. The study uses

observations and feedback from students, tutors, and instructors. Surveys conducted on students

found some common flaws with online testing such as the need for too much scrolling, lack of

graphics, unclear instruction, just to name a few. Also, the lack of computer skills may hinder the

results of online testing.

The information provided is useful in terms of how students may feel when utilizing

technology to take tests or practice tests. It may also describe flaws that are related to other ways

technology is integrated into language learning. It even discusses how technology can assist with

self-directed learning. The area that discusses the flaws and technical problems is useful in the

ELL instruction that involves CALL.

Kelly, C. (2000, March). Guidelines for Designing a Good Web Site for ESL Students. The

Internet TESL Journal, VI(3). Retrieved from http://iteslj.org/Articles/Kelly-

Guidelines.html

This article is about designing and using a good website for ESL students. It gives an

overview of how to create an effective website. It discusses audience, professionalism user-

friendly, and attractive. It also goes into details about how to make it easy to navigate.

The information mainly focuses on designing a website. This may be useful in

developing questions to ask ESL instructors in regards to what programs they have students use

during language instruction. I think it will also be useful in creating rubric in assessing websites

that ESL instructors use. I can then include this new information into my study.

Kitao, K. (1997). Selecting and Developing Teaching/Learning Materials. The Internet TESL

Journal, IV(4). Retrieved from http://iteslj.org/Articles/Kitao-Materials.html

This article focuses on the need for selecting appropriate materials that will be used

during the instruction of language. Following the movement of to make learners the center of

language learning, materials are not prioritized. However, materials play a vital role in the

learning process. This study suggests that teachers should be aware of different language

teaching methods so that they can decide what materials should be useful. They should know

how to look for good materials and be aware of commercialism and copyright issues.

This article relates to the placement area of my research because it talks about the

importance of selecting materials. When a student has been evaluated and placed in the some

type of ESL service, selection materials to aid in their language learning is important. It is also

important to determine what materials will be useful for teachers to have in the general education

classroom.

Office of Superintendent of Public Instruction. (2014, May). Home Language Survey.

Washington, United States of America. Retrieved from

https://www.k12.wa.us/MigrantBilingual/pubdocs/HLS/HLSEnglish.pdf

This is a document that was published by the Office of Superintendent of Public

Instruction in Washington. It is written in English and is the Hone Language Survey used in this

state. It is made available to print on this website and is used to more clearly and accurately

identify a student’s first language. The second page of the document is used to describe the

purpose of the Home Language Survey. It explains why questions in certain areas are asked.

This document would be useful in my research because it will provide an example of the

Home Language Survey. It will also for me to compare it to the one used locally. During my

research, I would be useful for me to use it during interviews of educators in order to obtain

more information about the identification and placement procedures at the local level.

Tuzi, F. (1997). Using Microsoft Word to Generate Computerized Tests. The Internet TESL

Journal, III(11). Retrieved from http://iteslj.org/Articles/Tuzi-Tests/

This article is about creating online materials that assist in language learning. It also

describes how some practice materials were made in Word Processor. The article also gives

examples of what types of questions and forms that were created. Using Microsoft Word is fast

and inexpensive and this article describes the steps to create materials.

This article is useful for seeing how simple online materials are created. It also gives

examples of how the end result looks. However, because this was published in 1997, there has

been updated versions of Word and other free programs that would allow users to create their

own materials. There are also programs that are already geared toward language learning and

teaching. This article may not provide too much needed information.

US Department of Education; US Department of Justice. (n.d.). Ensuring English Learner

Students Can Participate Meaningfully and Equally in Educational Programs. Office For

Civil Rights. Retrieved from http://www2.ed.gov/about/offices/list/ocr/docs/dcl-

factsheet-el-students-201501.pdf

This government document was produced by the joint efforts of the US Department of

Justice and the US Department of Education. It is a factsheet that provides some guidelines as to

how English language learners should be treated and serviced in the Nation’s public school. The

guidelines describes the responsibilities of school districts regarding providing services for ELL.

It describes the need for procedures for identification and service providing to be in place. It also

describes what ELL of the public schools are entitled to, such as language assistant services and

other language programs offered in the district.

This government document is useful in my study because it lists important guidelines that

are related to identification and placement. It gives the national outline for school district in the

nation to follow. This document provides some information about what specific identification

step and placement procedures to look into. It also gives me insight into what type of programs

should be offered by the district, even at the local level on Guam.

Warschauer, M. (1996). Computer-Assisted Language Learning: An Introduction. Multimedia

Language Teaching, 3-20. Retrieved from

http://fis.ucalgary.ca/Brian/BibWarschauer.html

This article is provides an overview of how computers have been and are continuing to be

used for teaching language. It briefly discusses the three phases of CALL, which include

behavioristic, communicative, and integrative CALL. It discusses how computers assist in

language learning, like drills and practices, discussion and interaction, and as a writing tool. It

emphasizes that CALL is not a method itself, but it how it is put to use reflects its effectiveness.

This article was published in 1996 so a lot of its examples are outdated. However, the

explanation of the different type of CALL will be useful to determine what is being used in our

island schools, if any. It will also be helpful to see what specific areas in language the computer

can assist in. It will be useful is describing the tools on the computer that is helpful for students

who are ELL.