Technology-Enhanced ESL for Refugee Women: Preparing for the Driver's License Test
DOI:
https://doi.org/10.57125/FED.2026.03.13Keywords:
Refugee education, Functional ESL, Technology-enhanced learning, Driver’s license test preparation, Mobile learning, Virtual reality, Artificial intelligence.Abstract
Refugee women often face significant barriers in acquiring the English skills needed for everyday functional tasks, including obtaining a driver’s license. This study evaluates a technology-enhanced functional ESL program designed to prepare refugee women for the U.S. driver’s license knowledge test. Using a mixed-methods design, the 8-week intervention (120 instructional hours) was implemented with 72 refugee women from Iran, Iraq, Haiti, and Afghanistan at a nonprofit refugee-serving organisation in San Diego. The program integrated a mobile learning application, an AI-based chatbot tutor, and virtual reality (VR) simulations to support vocabulary development and contextual learning. Quantitative results from 70 participants who completed the program showed significant improvement in test performance: the mean score on a 30-item knowledge test increased from 18.3 to 26.5 (t(69) = 15.4, p < .001), and the pass rate rose from 30% to 90%. Among those who later took the official DMV exam, 58 of 64 participants (90.6%) passed on the first attempt. Qualitative feedback indicated increased confidence, reduced test anxiety, and strong engagement with technology-supported learning. The findings suggest that technology-enhanced functional ESL instruction can effectively support refugee learners in achieving practical language goals and improving integration outcomes.
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