The Role of Digital Technology in Supporting English Language Learners: Balancing Engagement and Access in Secondary Schools

Abstract

This study examines how digital technology mediates English language learners’ (ELLs’) engagement and learning experiences in secondary classrooms. Drawing on interviews and focus group discussions with three ELLs, the analysis identifies key ways in which students use digital tools for research, language support, and independent learning. The findings indicate that smartphones, online dictionaries, and translation applications function as important language and learning mediators, enabling learners to clarify unfamiliar terms, access background knowledge, and participate more confidently in academic tasks. At the same time, students express a preference for a balanced approach to technology integration, combining digital supports with traditional instructional practices. In the context of increasing restrictions on personal mobile devices in schools, the findings raise concerns about how such policies may disproportionately limit ELLs’ access to essential language support resources. The study therefore highlights the need for more inclusive and context-sensitive approaches to technology policy and pedagogy that recognize the role of personal digital tools in supporting ELLs’ engagement and academic participation.