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The impact of online learning during the pandemic on language and reading performance in English–French bilingual children.

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Title: The impact of online learning during the pandemic on language and reading performance in English–French bilingual children.
Authors: Abuosbeh, Zein, Burchell, Diana, Krenca, Klaudia, Chen, Xi
Source: Journal of Research in Reading. Aug2024, Vol. 47 Issue 3, p330-347. 18p.
Subjects: Online education, COVID-19 pandemic, Language & languages, Bilingualism, Elementary schools
Abstract: Background: The COVID‐19 pandemic created a unique learning experience, characterised by school closures and a shift to online learning. Research suggests that online learning during the pandemic negatively impacted the reading development of elementary school children. However, little is known about the challenges of learning a second language (L2) remotely. Therefore, this study investigates the impact of online learning during the pandemic on language and reading development among French immersion (FI) students who learn French as an L2. Methods: A total of 137 Grade 1 and Grade 2 students from two cohorts were included in the study. The in‐person cohort consisted of 72 students who attended school in person and were tested in person before the pandemic. The online cohort consisted of 65 students who received virtual instruction during the pandemic and were tested online. Measures of vocabulary, word reading accuracy and fluency, and phonological awareness were administered in English and French to both cohorts. Analyses of covariance (ANCOVAs) were carried out to assess the effects of cohort and grade on the measures, with guardian education as a covariate. Results: Students in the in‐person cohort performed significantly better on French vocabulary and English word reading accuracy than students online. The cohort effect was not significant for other French and English measures. Grade 2 students significantly outperformed Grade 1 students in both English and French vocabulary and word reading. Conclusions: The current results suggest that online learning may have had a moderately negative effect on French vocabulary but no impact on French phonological awareness or word reading. FI students' English skills were also largely unaffected. Therefore, FI students made progress on their language and literacy skills through online learning during the pandemic. The findings point to the importance of enhancing L2 vocabulary input during online learning. Highlights: What is already known about this topicElementary school children experienced learning losses in reading due to school closures and online learning.Learning losses were more pronounced for younger students, students from lower socioeconomic backgrounds and immigrant children.The very few studies that have investigated the impact of online learning on reading development in bilinguals have focused primarily on English second language learners who are educated in the societal language with ample exposure to English at school and in the community. What this paper addsThis study examines how online learning during the pandemic affects the language and literacy skills of Grade 1 and Grade 2 French immersion students, who only learn French at school.This paper provides a comparison between an in‐person and online cohort in English and French vocabulary, word reading accuracy and fluency, and phonological awareness.Students in the in‐person cohort demonstrated significantly higher scores on French vocabulary than students educated online during the pandemic. Implications for theory, policy or practiceLower French vocabulary during the pandemic may be due to reduced French language exposure in an online setting.Language teachers should intentionally increase second language exposure to directly target vocabulary development in an online environment. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The impact of online learning during the pandemic on language and reading performance in English–French bilingual children.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Reading%22">Journal of Research in Reading</searchLink>. Aug2024, Vol. 47 Issue 3, p330-347. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink>
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  Label: Abstract
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  Data: Background: The COVID‐19 pandemic created a unique learning experience, characterised by school closures and a shift to online learning. Research suggests that online learning during the pandemic negatively impacted the reading development of elementary school children. However, little is known about the challenges of learning a second language (L2) remotely. Therefore, this study investigates the impact of online learning during the pandemic on language and reading development among French immersion (FI) students who learn French as an L2. Methods: A total of 137 Grade 1 and Grade 2 students from two cohorts were included in the study. The in‐person cohort consisted of 72 students who attended school in person and were tested in person before the pandemic. The online cohort consisted of 65 students who received virtual instruction during the pandemic and were tested online. Measures of vocabulary, word reading accuracy and fluency, and phonological awareness were administered in English and French to both cohorts. Analyses of covariance (ANCOVAs) were carried out to assess the effects of cohort and grade on the measures, with guardian education as a covariate. Results: Students in the in‐person cohort performed significantly better on French vocabulary and English word reading accuracy than students online. The cohort effect was not significant for other French and English measures. Grade 2 students significantly outperformed Grade 1 students in both English and French vocabulary and word reading. Conclusions: The current results suggest that online learning may have had a moderately negative effect on French vocabulary but no impact on French phonological awareness or word reading. FI students' English skills were also largely unaffected. Therefore, FI students made progress on their language and literacy skills through online learning during the pandemic. The findings point to the importance of enhancing L2 vocabulary input during online learning. Highlights: What is already known about this topicElementary school children experienced learning losses in reading due to school closures and online learning.Learning losses were more pronounced for younger students, students from lower socioeconomic backgrounds and immigrant children.The very few studies that have investigated the impact of online learning on reading development in bilinguals have focused primarily on English second language learners who are educated in the societal language with ample exposure to English at school and in the community. What this paper addsThis study examines how online learning during the pandemic affects the language and literacy skills of Grade 1 and Grade 2 French immersion students, who only learn French at school.This paper provides a comparison between an in‐person and online cohort in English and French vocabulary, word reading accuracy and fluency, and phonological awareness.Students in the in‐person cohort demonstrated significantly higher scores on French vocabulary than students educated online during the pandemic. Implications for theory, policy or practiceLower French vocabulary during the pandemic may be due to reduced French language exposure in an online setting.Language teachers should intentionally increase second language exposure to directly target vocabulary development in an online environment. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Aug2024
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