The current investigation aimed to explore how and to what extent technology tools and web-delivered language learning platforms impact the academic performance of English language learners (ELLs) at the tertiary level. The study used a quantitative experimental research method employing a single-group pre-test and post-test design. A total of N=525 undergraduate computer science students partook in this research. The participants enrolled in their first semester at the Faculty of Information Technology in a private sector university in Lahore, Pakistan, were selected using a simple random sampling technique. The data were gathered in two phases: a pre-test was administered in the first week, and a post-test was conducted in the sixteenth week. The Reading Comprehension and Use of English assessments adapted from ETS TOEICa credible instrument in terms of validity and reliabilitywere used for this purpose. The investigators applied frequency analysis in the form of percentages to get various descriptive statistics. They utilised Spearman's rank-ordered correlation and Kruskal-Wallis H tests to verify the findings of the descriptive statistics, address the research question and respond to the statistical hypotheses. Despite diverse linguistic and technological barriers, the results revealed a positive impact of technology tools on ELLs' academic performance. The study proposed that taking undergraduates from other disciplines and exploring other variables affecting ELLs' performance and confidence need further consideration.
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A 2022 study studied this question.
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