English learners (ELs) in K–12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students’ learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on English learning among middle school ELs. The study took place in Grades 6 to 8 of an urban U.S. school district (N = 221). Predictors of interest included time of testing (pretest vs. posttest) and software usage, and covariates included grade level, sex, and attendance. Additionally, socioeconomic status and home language were accounted for due to sample homogeneity. Multilevel models indicated that treatment group students showed larger gains than control group students on oral/aural outcomes. These results indicate that the software intervention enables individualized practice that can produce proficiency-related gains over and above the typical classroom curriculum.

K-12 学校的英语学习者 (EL) 必须在掌握内容知识的同时学习英语。教育技术可以通过提供个性化的语言练习来支持学生的学习。当前的随机对照试验干预研究检查了 Rosetta Stone Foundations 软件对中学 EL 英语学习的影响。该研究在美国城市学区 ( N) 的6 至 8 年级进行= 221）。感兴趣的预测因素包括测试时间（前测与后测）和软件使用情况，协变量包括年级、性别和出勤率。此外，由于样本同质性，社会经济地位和家庭语言也被考虑在内。多层次模型表明，治疗组学生在口语/听力结果方面比对照组学生表现出更大的收益。这些结果表明，软件干预实现了个性化的实践，可以在典型的课堂课程之上产生与熟练程度相关的收益。