Blending Literacy and Technology: How Computer-Assisted Instruction Enhances Vocabulary Development in English Language Learners

Abstract

The artificial intelligence (AI) revolution and expansion of educational technologies have reshaped how learners acquire literacy skills, raising critical questions regarding digital equity, sustainability, and teacher readiness. Nevertheless, integrating technology into literacy education continues to gain traction globally transforming how teaching and learning are conducted. For English Language Learners (ELLs), vocabulary knowledge is a central pillar in reading comprehension and overall language development. Yet, in many low-resource contexts such as Kenya, pupils struggle with foundational literacy, creating an urgent need for innovative interventions that merge literacy instruction with technology. This study investigated the role of Computer-Assisted Instruction (CAI) in strengthening vocabulary development among primary school pupils. The study was grounded in Bruner’s Constructivist Theory, which views learning as an active process shaped by interaction and discovery. A pragmatist research paradigm guided the study, employing a quasi-experimental mixed-methods design that combined both qualitative and quantitative approaches in a concurrent embedded framework. The study population consisted of 6,960 pupils and 182 teachers across 174 schools in Soy Sub-County, Uasin Gishu County, Kenya, including both iMlango-supported schools (utilizing CAI) and non-iMlango schools. Four schools were purposively selected, two of which formed the experimental group (using CAI) and two formed the control group (traditional instruction) to participate in a four-week intervention. For the iMlango classes each teachers’ class had 30 and 32 pupils while the other two without iMlango had 54 and 58 pupils. These formed the unit of analysis totaling 174 pupils across the two groups. Data collection involved vocabulary tests, structured classroom observations, and teacher interviews. Quantitative analysis was done using descriptive statistics in the form of means, percentages and frequencies and inferential statistics through t-test analysis while qualitative data was analyzed thematically. Study findings revealed no significant differences between the experimental and control groups during the pre-test phase for both vocabulary development. However, post-test results demonstrated statistically significant gains in the experimental group for vocabulary development (M =8.758, SD=8.361, p =.000). These findings highlight a paradox: while CAI can powerfully enhance ELLs’ vocabulary acquisition and development, teacher readiness and systemic support remain critical for sustainable implementation. The study thus concludes that CAI represents an effective instructional innovation for bridging literacy gaps among English Language Learners. Its capacity to combine interactivity, personalization, and multimodal delivery makes it particularly suitable for learners struggling with vocabulary retention. Nonetheless, the full potential of CAI can only be realized if challenges of teacher resistance, digital inequity, and resource constraints are systematically addressed. Accordingly, the study recommends that policymakers and educational stakeholders invest in the provision of affordable digital infrastructure to support classroom integration of CAI. Further, institutional policies should embed technology-enhanced instruction into literacy curricula to ensure long-term sustainability. By situating the findings within global debates on the AI revolution in education, this paper underscores the dual imperative of leveraging technology for improved literacy outcomes while attending to the ethical, pedagogical, and sustainability concerns it raises. Ultimately, blending literacy and technology through CAI offers a pathway toward more equitable, engaging, and transformative educational practices for English Language Learners.