Abstract:

This work presents the results of a study involving 3-4 year-old English language learners enrolled in a course where electronic stories were used. The study aimed to explore two main areas: 1. teachers and children use of ICT in the language classroom and 2. Development of emergent literacy skills influenced by the use of electronic stories. Results of the study showed that teachers found the use of ICT a positive strategy to enhance young children's learning environment, but also expressed that implementing ICT-based projects in the young learner classroom necessarily raises issues of school's provision for training and technical support, as well as considerations of teacher: child ratios. From the children's perspective, an evaluation of the lesson via a survey adapted for the age of the participants showed positive reactions to the inclusion of ICT in the English lesson.

With regards to development of literacy skills, analysis of children’s retellings showed varied changes throughout the duration of the course. Whilst some changes were incremental others remained unchanged and one case showed decreased progression. Further investigation is suggested to study the reasons that might provide insight into why the children developed understanding of story structure in such high variations.

The study showed how the young learner English curriculum could consider children's development of emergent literacy skills as a result of learning English via electronic stories. Furthermore, it showed how ICT integrated in the foreign language curriculum can motivate young children and provide meaning to the activity of learning English at a time when the mother tongue is developing.

Keywords:

ICT, English learning, young learners, electronic stories, emergent literacy.