Dissertations / Theses: 'English-as-second-language learners'

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Ziegler, Nathan E. "English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1420650754.

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Yip, Ka-man, and 葉嘉雯. "Images of English: old people as second-language learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26853413.

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Wallis, Karen Ann. "Instructional Practices of English as Second Language Teachers." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1234.

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The past decade has seen a significant increase in the emergence of English Language Learners (ELLs) in the United States. Nationally, a disparity in achievement exists between ELLs and non-ELLs. Relatedly, this problem was evident in a northeastern school district, where ELLs had not made Adequate Yearly Progress 2 years in a row. The purpose of this study was to examine how much time English as Second Language (ESL) teachers spend on a variety of best instructional practices. Constructivism, Vygotsky's zone of proximal development, and Tomilinson's differentiated instruction were the frameworks used to guide this research. A within-group design was utilized to identify how much time 25 ESL educators spent on 5 types of instructional practices. The Survey of Instructional Practices for ESL/ELD Teachers for Grades K-12 was used to collect data. A 1-way analysis of variance revealed statistically significant differences between the amounts of time ESL teachers spent on the 5 instructional practices. The greatest time was spent on individualized instructional activities and a variety of educational tasks. Less time was spent on small group activities, and the least amount of time was spent on inquiry-based activities and technology activities. Findings supported the creation of a professional development for ESL teachers at the local site focusing on (a) best instructional practices for teaching ESL students, (b) professional learning community network of support, and (c) resources to support educators in their lesson planning of instructional activities. The study findings and culminating project may positively affect social change by improving ESL instruction at the local site and ultimately decreasing the disparity in achievement between ELL and non-ELL students.

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Ntshangase, Nelisiwe Dolly. "The negative impact of learning in English on the cognitive development of second language learners of English." Thesis, University of Zululand, 2011. http://hdl.handle.net/10530/1098.

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A study submitted to the Faculty of Arts in fulfilment of the requirements for the degree of Master of Arts in the Department of General Linguistics at the University of Zululand, South Africa, 2011. This study focuses on the negative impact of English on the cognitive development of second language learners of English. The study was conducted in Empangeni District (Ngwelezane Ward) in KwaZulu-Natal. The negative impact of English on the cognitive development of second language learners of English was identified as the main cause of the high failure rate, especially at matric level. Second language learners of English in rural and some township schools end up unemployed and not in tertiary institutions as most teachers are not adequately trained to detect, explain, diagnose and try to remedy the problems these learners encounter when they are taught in English. This study highlights the negative impact of learning in English on the cognitive development of second language learners of English that result on the high failure rate in rural and some township schools. Challenges facing the different stakeholders that are affected by this problem are outlined. Suggestions towards alleviating the negative impact of English on the cognitive development of second language learners of English are also provided.

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Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

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Pendleton, Veronica. "Long-term English language learners' experiences through an assets lens| A phenomenological study." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256610.

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Purpose. The purpose of this study was to understand and, using an assets lens, systematically describe the essence of the experiences of long-term English learners when acquiring proficiency in English. Methodology. A phenomenological design was used to explore the experiences of long-term English learners when acquiring proficiency in English. The researcher interviewed a purposeful sampling of 5 adults who identified themselves to be long-term English learners as students. Patton’s (2002) steps in phenomenological analysis including epoche, phenomenological reduction, bracketing, textural portrayal, and structural synthesis were used to analyze the data. Lincoln and Guba’s (1985) process for validity and reliability were utilized to establish alternative constructs of credibility, transferability, dependability, and confirmability. Findings. Fifteen formulated meanings were constructed from the significant statements, and 5 themes emerged. The 5 themes were explained and supported with the significant statements from the interviews. Finally, the essence of the experiences of long-term English learners when acquiring proficiency in English was described. Conclusions. The results of the study support the key themes associated with critical developmental assets that impacted the acquisition of English of LTELs. The key themes included family communication preferences and challenges, parental involvement in helping youth succeed in school, experiencing high expectations, developing achievement motivation, and engaging in learning. The findings of this phenomenological study offer districts support to implement programs that empower parents how to become effective advocates in their children’s education. Recommendations. This study was conducted with adults who identified themselves as LTELs. Further phenomenological research could be conducted to research the types and levels of parental involvement and the effects parental involvement has on the assets of achievement motivation and learning engagement. Additionally, a study could identify if Hispanic parents view their parental responsibilities and participation in the schooling of their children differently from mainstream America. Finally, future research could survey the developmental assets of ELs in middle school. As students become reclassified in middle school, research would identify the combination of assets in those students reclassified as compared with students who did not meet reclassification criteria within the same year.

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Mellor, Andrew. "Automatic essay scoring for low level learners of English as a second language." Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa42247.

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This thesis investigates the automatic assessment of essays written by Japanese low level learners of English as a second language. A number of essay features are investigated for their ability to predict human assessments of quality. These features include unique lexical signatures (Meara. Jacobs & Rodgers, 2002), distinctiveness, essay length, various measures of lexical diversity, mean sentence length and some properties of word distributions. Findings suggest that no one feature is sufficient to account for essay quality but essay length is a strong predictor for low level learners in time constrained tasks. Combinations of several features are much more powerful in predicting quality than single features. Some simple systems incorporating some of these features are also considered. One is a two-dimensional 'quantity/content' model based on essay length and lexical diversity. Various measures of lexical diversity are used for the content dimension. Another system considered is a clustering algorithm based on various lexical features. A third system is a Bayesian algorithm which classifies essays according to semantic content. Finally, an alternative process based on capture-recapture analysis is also considered for special cases of assessment. One interesting finding is that although many essay features only have moderate associations with quality, extreme values at both ends of the scale are often very reliable indicators of high quality' or poor quality essays. These easily identifiable high quality or low quality essays can act as training samples for classification algorithms such as Bayesian classifiers. The clustering algorithm used in this study correlated particularly strongly with human essay ratings. This suggests that multivariate statistical methods may help realise more accurate essay prediction.

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Saltourides, Eleni. "The Sociocultural Impact of Technology on Adult Immigrant English as a Second Language Learners." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194537.

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For immigrant adult learners, learning English is not only for survival and functioning in the target language (TL) culture, but it is also a means of being able to successfully deal with the inequitable power structures in place in the larger society which deny them access to the culture's social, economic, and political resources (Norton, 2000). In the United States, the computer is a culturally valued resource and tool used by TL speakers, yet this valued resource is not easily accessible to immigrant adults due to their limited language ability, lack of experience with computers, and/or financial reasons; thus, putting them at an immediate socioeconomic disadvantage in this country. Nevertheless, researchers have argued that today's language learners must know how to read, write and communicate through electronic mediums due to the computer's prevalence in many aspects of modern life (Warschauer, 2005).The purpose of this study is to explore the impact of technology on adult immigrant learners as they learn how to use computers formally for the first time within an English as a Second Language curriculum. Specifically, the study seeks to discover which factors contribute to successful computer literacy acquisition, the impact of computer literacy acquisition to their identities, and which pedagogical practices are best suited for this population. The research project took place at a local community college and looked at 25 students, focusing in on five case-profile learners. Using Lave & Wenger's (1991) Situated Learning Theory and Norton's (1995) Theory of Investment, Social Identity and Power as a means of examining the above issues, the findings provide evidence that teachers need to consider learners' identities when designing and implementing a computer literacy curriculum. This research also calls attention to the necessity of implementing a computer literacy course within an ESL curriculum so that students can learn language and computer literacy in an ESL supportive environment attentive to their specific needs. Moreover, the study points to the need for instructors to be more aware of their own cultural and learning style biases and how they affect learner participation in this population of students.

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Kazemi, Zadeh Gol Narges. "A Contrastive Study of the Speech Act of Refusal; Iranian ESL Learners and Native English Speaking Americans." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1370217643.

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Jahanyfard, Asieh. "The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739.

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Carter, Joshua James. "Technology Integration and English Language Learners." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748305.

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The purpose of this study was to examine teachers’ levels of mobile device implementation and any measured differences in English Language Learners’ (ELLs’) performance in each modality of the ACCESS test. Researchers often support the use of mobile devices in the classroom, but this study was unique because of a combination of how it was focused solely on language development in ELLs, how classrooms were placed on the SAMR spectrum, and how student performance was analyzed in each modality measured by the ACCESS test (Budiman, 2014; Donahue, 2014; Marek, 2014; Mulcahy, 2017). Included in this study were 37 classrooms and corresponding teachers of grades kindergarten through four. For the 2016-2017 school year, participants taught in a district with both a one-to-one mobile device ratio and a high ELL population. Based on survey results, teachers’ reported instructional methods led to understanding of what levels of the SAMR spectrum students in each classroom were experiencing. The SAMR instructional levels were then compared to student ACCESS scores in each modality using an ANOVA as well as an additional TUKEY test when needed. The study yielded just one statistically significant ANOVA result. In third grade listening, SAMR level one classrooms were statistically different from SAMR level three classrooms but not level four classrooms (SAMR level zero and level two classrooms were not present in the particular data set). No other data set yielded statistically significant results between a SAMR instructional level and ACCESS scores in reading, speaking, listening, or writing modalities as well as students’ overall performance.

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Fraser, Melissa A. "Drawing as a Pre-write Strategy in Narrative Writing for Elementary English Language Learners." Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722037.

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Elementary English language learners lack sufficient English fluency to achieve grade level writing outcomes on state required writing tests. Pre-write strategies incorporating drawings, visual literacy, non-linguistic representations, thinking techniques, and collaboration could be beneficial to help English language learners generate language supports necessary for developing writing fluency in English. The central questions for this study were to determine if drawing as a pre-write activity, and social collaboration, are effective strategies for improving writing achievement for young second language writers. The purpose of this quantitative pretest/ posttest design with four control groups and four treatment groups was to explore how the socio-cultural and visual strategy of prewrite drawing changes the writing outcomes of grade school English language learners. In this experimental study, outcomes of a pre-write visualization strategy were explored for eight fifth grade classes of English language learner students in English language development classes in Northeast Georgia. The data revealed there was no evidence that pre-write drawing treatment had an effect on the GADOE posttests when compared to the control group F(1,5) = 0.00, p = 0.9742). Additionally, there was no evidence that the pre-write drawing treatment had an effect on the Total WIDA posttests when compared to the control group F(1,5) = 0.15, p = 0.7152). Interactions of the treatment and the pretest score covariate were found to be statistically significant (p >0.05) in every case. Although statistically insignificant, the findings indirectly validate concerns among ESL educators and mainstream teachers of ELs in regard to L2 writing. The implications of the study findings indicate a need for continued research in second language writing outcomes of grade school English learners.

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Bailey, Candice. "Creating equitable environments for English language learners in the age of accountability." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123714.

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The demographic composition of the American classroom reflects the diversity of society as a whole. The cultural, language, and ethnic diversity of students is often celebrated, but it also presents challenges for educators responsible for providing instruction for the students. The purpose of this study is to explore the ways in which some educators have prepared to address language diversity and the strategies and techniques they have used to create equitable learning environments for English Language Learners (ELLs). A comparative case study was conducted to gain insight into the characteristics of an equitable environment for ELLs and the practices school principals, English as a Second Language (ESOL) teachers, and regular education teachers use to foster and create equitable learning environment. Data were collected through individual interviews and document reviews of the School Improvement Plan (SIP) and the Title I plan of each school site. Analysis of data resulted in four premises. Characteristics of equitable environments for ELLs create a sense of belonging for students and their families and increase engagement. Equitable environments offer professional respect and support for teachers and include respect for student and family learning opportunities. Outcomes for ELL student improve when deliberate strategies to provide access to resources and the curriculum are in place. Ultimately, equitable environments empower ELL students, their families, and educators to fully participate in the teaching and learning process and support the improvement of outcomes for all students.

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Koizumi, Yusa. "Negotiation of form by EFL learners: Effect of task modality and L1 use." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/435419.

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Teaching & Learning Ed.D. One issue that faces second language (L2) teachers when they use task-based language teaching (TBLT) is how they should integrate focus on form into goal-oriented, meaning-focused tasks. This issue is particularly relevant to Japanese secondary school teachers, who need to prepare students for entrance examinations that heavily emphasize grammar. Researchers have proposed various ways to address this issue, one of which is shifting task modality from speaking to writing (Richards, 2002; Skehan, 1998). Studies have shown that learners engage in negotiation of form (i.e., an interactional sequence in which learners attempt to resolve a linguistic problem in their output) more frequently when they are required to produce written output (Adams, 2006; Niu, 2009). Another way of promoting focus on form during task-based interaction is to have learners use their first language (L1) to negotiate forms. Research has demonstrated that the use of metalanguage enables learners to discuss forms in detail and helps them maintain their attention on the forms (Fortune, 2005; Fortune & Thorp, 2001). Learners of English as a foreign language (EFL) typically develop explicit knowledge of English through the medium of L1 metalanguage. Thus, it is assumed that EFL learners will negotiate forms more frequently and effectively if teachers allow them to speak their L1 during task work. This study investigated the effectiveness of the two manipulations—shifting production modality to writing and having learners use their L1—in facilitating negotiation of form during task work. First-year university students in two EFL classes at a university in Tokyo participated in two data collection sessions. In the first session, both classes completed a picture story jigsaw task and then wrote the story in pairs. In the second session, both classes completed another picture story jigsaw task and then orally narrated the story in pairs. In both sessions, one class was instructed to speak English only during the post-task while the other class was allowed to speak their L1 (Japanese). Students’ interactions were transcribed, and language-related episodes (LREs) were identified in the transcripts. LREs refer to interactional sequences in which the learners question or correct the use of an L2 item in their own or each other’s utterance (Swain & Lapkin, 1998; Williams, 1999). When all LREs were identified, they were classified according to focus, outcome, and L1 use. Then, to investigate the effect of modality, the writing post-task and the speaking post-task were compared in terms of the frequency, focus, and outcome of LREs. To investigate the effect of L1 use, the English-only (EO) class and the English/Japanese (EJ) class were compared in terms of the frequency, focus, and outcome of LREs. In addition, to study the effect of L1 use further, the texts that students composed in pairs on the writing post-task were analyzed, and the two classes were compared in terms of the accuracy of the compositions and types of errors they made. Finally, LREs in which students used Japanese (L1 Use) and LREs in which they used English exclusively (L2 Only) were compared in terms of metalanguage use and length. The comparison between the two post-tasks showed that the writing post-task generated significantly more LREs than the speaking post-task, and this result was consistent for both classes. Regarding the focus and outcome of LREs, significant differences between the two modes were found only with the EJ class. On the writing post-task, EJ pairs focused on lexis, grammar, and discourse almost evenly and resolved 70-80% of LREs successfully. On the speaking post-task, however, they focused predominantly on lexis and resolved less than 50% of LREs successfully. The comparison between the two classes revealed that the EO class generated significantly more LREs than the EJ class on both post-tasks. For the focus and outcome of LREs, significant differences between the two classes were found for the speaking post-task, but not for the writing post-task. On the speaking post-task, EO pairs focused equally on lexis and grammar and resolved about 80% of LREs successfully, while EJ pairs focused mostly on lexis and resolved only 50% of LREs successfully. As for the compositions they wrote, the study found no significant difference between the two classes, either in terms of accuracy or error types. The comparison between LREs in the two L1 use categories revealed that students used metalanguage in only 35% of LREs in the L2 Only category. This made a clear contrast to LREs in the L1 Use category. In this study, all L1 utterances in LREs were regarded as metalanguage use. Thus, all LREs in the L1 Use category contained, by definition, at least one instance of metalanguage use. The comparison also indicated that LREs in the L1 Use category were significantly longer than LREs in the L2 Only category. In the L1 Use category, LREs that contained L1 and L2 metalanguage use were significantly longer than those that only contained L1 metalanguage use. In the L2 Only category, LREs that contained L2 metalanguage use were significantly longer than those that contained no metalanguage use. However, there was no significant difference in length between LREs that only contained L1 metalanguage use and those that only contained L2 metalanguage use. The study demonstrates that shifting modality from speaking to writing in the post-task stage is an effective means to incorporate focus on form into task cycles. Researchers argue that written production is more conducive to learning than oral production because forms are visually salient and remain permanently (Adams, 2006; Swain & Lapkin, 2001; Williams, 2012). The results imply that, on collaborative writing tasks, these features of writing help learners notice problems in their output and initiate negotiation to resolve them. As for L1 use, the study shows that allowing learners to use the L1 can reduce, rather than increase, the opportunity for focus on form. When learners have their L1 available, they might use it for addressing non-linguistic issues that they cannot easily handle in the L2, such as working out story details and identifying contents of pictures. As a result, they might negotiate forms less frequently. The study also indicates that making the L1 available while learners write together does not necessarily help them produce more accurate texts. This means that the L1 has some impact on the frequency, focus, and outcome of negotiation, but this impact might not be so strong as to affect the task product. Thus, learners in the study negotiated forms less frequently when they were allowed to speak the L1, and this might be because the L1 directed their attention to non-linguistic aspects of the task. Another explanation for this finding is that the L1 enabled learners to discuss one form longer, and this made it difficult for them to negotiate many forms in a given time. The latter explanation was supported by the comparison between the two L1 use categories: LREs in the L1 Use category were significantly longer than LREs in the L2 Only category. Closer examination of individual LREs in the two categories revealed that the difference in length came from differences in metalanguage use. By definition, all LREs in the L1 Use category contained at least one instance of L1 metalanguage use. The analysis revealed that L1 metalanguage in these LREs tended to involve Technical Metalanguage, such as grammatical terms, grammatical rules, and word definitions, and using Technical Metalanguage, learners often justified their choices or compared alternative candidates. In contrast, only 35% of LREs in the L2 Only category contained any use of L2 metalanguage, and the L2 metalanguage mostly consisted of simple response tokens such as yes and OK. Fortune (2005) and Fortune and Thorp (2001) emphasized the importance of Technical Metalanguage in negotiation of form. They argued that this type of metalanguage enables learners to articulate their explicit knowledge and discuss forms in detail, and thereby helps them engage in negotiation deeply. This study provides support to their argument and has shown that an important role of the L1 in EFL learners’ negotiation of form is to facilitate the use of Technical Metalanguage. Using L1 Technical Metalanguage, EFL learners can negotiate individual forms at length and maintain their attention on the forms. L1 Technical Metalanguage also helps them verbalize their explicit knowledge and share it with their peers. Through these, they can resolve linguistic problems collaboratively and scaffold each other’s learning. Temple University--Theses

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Russell, Ella. "Employing Cooperative Learning as an Instructional Strategy to Teach the Silent/Pre-production and Production English Language Learners." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749305.

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With the significant increase in the number of immigrants entering the United States, schools and adult programs must prepare teachers to teach English Language Learners. The problem is that educators are unsure of what is the most effective method to teach the increasing number of ELLs who are in the silent/pre-production and production stages of learning the new language, and these learners are not engaging in appropriate cooperative learning strategies. Teachers are overwhelmed since many are not equipped to teach ELLs. This impact has left a greater need for educators to identify strategies to assist learners in acquiring the English language to gain employment and enter higher education. The purpose of this qualitative case study was to discern the effectiveness of cooperative learning strategies, a theory supported by Johnson and Johnson cognitive developmental and social interdependence perspective. Participants for this study were ELLs who were at least 18 years old and did not speak English. Participants had to be enrolled in an English as a Second Language (ESL) Adult Education program. Data were collected by observing students interacting in groups and with their peers in a classroom. ESL teachers were also part of the data collection process through interviews, using an open-ended, semi-structured process. The data were analyzed using thematic analysis in (a) Strategies, (b) Evaluating Success, and (c) Teaching. Findings suggested that cooperative-learning strategies not only increased students’ acquisition, it also improved social interactions; as such, teachers should be encouraged to use the approach. The study concluded with potential implications that ELLs were at different levels; secondly, some ELLs might become dependent on others to speak for them, and that teachers in the setting did not evaluate their own students. Future studies should observe ELLs for longer periods to identify if their goals were realized, in addition, ELL’s pre-test scores should be compared with their post-test scores to ascertain their growth in language acquisition

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Stevens, Mark. "Technology Enhanced Learning for English Language Learners." Thesis, George Mason University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981068.

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This study described how 7th grade English Language Learners (ELLs) in a public middle school used the multimodal Technology Enhanced Knowledge Support System (TEKS2), to learn social studies content and vocabulary, as well as improve reading comprehension, by examining learner assessment scores, and by addressing their views of the experience. Using literature related to ELLs, social studies learning and reading comprehension, multimodal and technology enhanced learning, collaboration, and engagement the TEKS2 was developed through a Design Based Research approach. Reading comprehension assessments were developed using passages and questions from state and national assessments, and administered on a pre and post study basis. Content and vocabulary assessments were constructed using questions from state standardized tests and cooperating teacher input, and given after each of the two units covered during the study. A learner interview protocol was established based on literature consulted, modified based on findings emerging from quantitative data processing, with interviews being conducted after both units were completed. Five questions focused this study: 1. Is there a difference in social studies content knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 2. Is there a difference in social studies vocabulary knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 3. Is there a difference in the ability to read social studies text between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 4. Is there a relationship between ELLs’ characteristics (primary language, ELL level, gender, age, teacher, school) and scores on social studies related content, reading, and vocabulary tests? 5. What do ELLs report about their experiences using TEKS2? Data were analyzed quantitatively and qualitatively. Scores on post unit content/vocabulary tests were analyzed using independent samples t-tests to determine whether there was a statistically significant difference between teacher-directed (control) and TEKS2 learners. Effect sizes were also analyzed to determine the size of difference. Multivariable regression analyses were used to determine which ELL characteristics (primary language, ELL level, gender, age, teacher, school) had the greatest influence on social studies related content, reading, and vocabulary test performance. Learner opinions expressed in interviews were analyzed using deductive and inductive coding. Data analyses showed the TEKS2 had a large statistically significant influence on social studies content and vocabulary learning. Analysis of learner reading comprehension post-test scores indicated the TEKS2 had a non-significant outcome with a small effect size. Qualitative analysis of learner interviews showed they saw the TEKS2 as a good way to learn due to its multimodal technology enhanced nature, the chance to collaborate, and teacher support. Findings from this study support several recommendations related to supporting ELLs in multimodal technology enhanced learning environments. Designers of such systems should reach out to teachers who will be involved in using it as the design process proceeds. In addition, teachers using this approach should seek support reaching out to undocumented parents. It would also be beneficial for school administration to support professional development related to design and implementation of TEKS2 type learning that continues throughout a school year with both in-person and online sessions. Further research examining the design and implementation of TEKS2 learning in English, Math, or Science would be worthwhile.

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Kanazashi, Takashi. "User's guides in English-Japanese dictionaries for learners, with particular reference to grammatical information." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368369.

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Mousa, Widad. "COLLABORATION BETWEEN ENGLISH AS A SECOND LANGUAGE TEACHERS AND CONTENT AREA TEACHERS: IMPLICATIONS FOR WORKING WITH ENGLISH LANGUAGE LEARNERS." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1344965218.

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Fulghum, Ingram Carla Annette. "Teachers' Experiences Teaching Adolescent English Learners with Limited or Interrupted Formal Schooling." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10619701.

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An estimated 44% of secondary school English Learners (ELs) are immigrants. Some arrive in the United States with a rigorous academic education and often excel beyond most native-born students while others arrive without any formal education or having missed years of schooling. This second subpopulation of ELs is called students with interrupted or limited formal education or SLIFE. These learners have to work harder than their native English-speaking peers and even harder than their more literate EL peers to meet the same accountability goals because these students need learn a new language, develop literacy skills in the new language, and also master content area standards simultaneously. The problem that was addressed was that teachers’ low expectations and subsequent differential treatment of SLIFE may contribute to the lower graduation rates and achievement gap and between SLIFE, other ELs, and mainstream English-speaking students. The purpose of this qualitative phenomenological study was to examine high school content teachers’ perceptions of and expectations for their students who are classified as SLIFE. Participants are high school teachers in one school district in the Southeastern United States. Data were gathered through face-to-face interviews. The findings showed the difficulties faced by teachers trying to support SLIFE students in mainstream content area courses, but also revealed the willingness these teachers demonstrate to do whatever it takes to help all of their students. The data expressed a deep desire these teachers feel to be better equipped. Research is needed to determine what supports, research, and training experiences and efficacy are needed for planning and delivering instruction to their SLIFE students with the goal of both academic success and a positive acculturation experience. Further research is also needed to determine what, if any, institutional barriers exist and what can be done to remove them so that the teachers’ efforts will be facilitated, not hindered.

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Scribner, Michelle. "Influence of Social and Cultural Capital including Language of English Learners on Student Engagement." Thesis, University of Redlands, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172296.

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English learners typically score below their English o0nly peers on state and national standardized tests, demonstrating that there is a need to explore possibilities as to why this achievement gap is widening. Applying a conceptual framework stemming from the concepts of social and cultural capital from sociologist Bourdieu, this study examines the language as social and cultural capital of English learners at a school site and its influence on student engagement. This qualitative study used narrative inquiry and a semi structured interview protocol to gain insights from teachers, students and district personnel. Although the findings in this study are not generalizable, it suggest language influences a student’s ability to be engaged in the classroom through access, relationships, trust, identity, success, and cultural diversity and awareness in this particular school site found in a local Southern California school district. Having a deeper understanding of how language, social and cultural capital influence engagement will assist educators in planning instructional lessons that are academically rigorous and relevant to the student in order to provide access and upward social mobility to English learner students.

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Suzuki, Sakae. "Language Learners' Beliefs: Development and Change." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/175672.

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CITE/Language Arts Ed.D. This longitudinal study was designed to provide an orderly account of how beliefs about English language learning develop among seven Japanese high school students, identify beliefs that are beneficial and interfering for language learning and the routes by which these beliefs are reached, and identify belief changes and their sources. Beliefs are defined as a cognitive representation about self and the world. They are situated in experiences and social context. Learner beliefs pertain to many aspects of language learning and come from multiple sources, including educational background, experience living overseas, peers, teachers, and persons met in chance encounters. The data for the study were collected from seven students attending a Japanese public high school. Beginning when the students were first-year high school students (10th graders), the data, which were drawn from in-depth interviews, journals, written reports, observations, and school records, form a qualitative multiple-case-study. Data gathering ended when the students chose a university in the third year of high school. There were five major findings. First, learners develop and modify their beliefs based on their life experiences inside and outside the classroom. This finding suggests that providing learning experiences is important, but teachers should be aware that learners with different learning backgrounds and personal traits will likely respond to those experiences differently. Experiences that most influence learners’ beliefs seem to be those that learners choose themselves. Second, beliefs are usually implicit, and thus, learners are not always aware of their beliefs until they are asked to verbalize them. Thus, one role for researchers and teachers is to find effective ways to elicit learner beliefs and make them explicit. Third, beliefs can be placed in three categories: beneficial beliefs, indeterminate beliefs, and interfering beliefs. Beneficial beliefs enhance learners’ motivation to learn, while interfering beliefs concern negative thoughts that hinder them from learning and from engaging in challenging tasks. Indeterminate beliefs can be either beneficial or interfering depending on the context in which they occur. Those beliefs are context-sensitive; thus, they are not necessarily shared by all learners. Individual learners have different beneficial and interfering beliefs depending on their learning context. Fourth, adolescent learners’ beliefs change over time because adolescents are in the process of growing and changing physically and mentally. This suggests that there is great potential for modifying their beliefs in positive ways. Fifth, learners develop personal theories about learning based on their beliefs. Considering that learners behave according to their theories of learning, eliciting learners’ beliefs can bring benefits for researchers and teachers because they can anticipate learners’ behavior by knowing their beliefs. Temple University--Theses

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Barnes-Hawkins, Colonda LaToya. "English Language Learners' Perspectives of the Communicative Language Approach." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2520.

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The communicative language approach (CLA) dominates pedagogical practice in second language acquisition classrooms in the US. However, this approach does not emphasize independent pronunciation instruction, leaving learners to improve pronunciation on their own. This study explored the perspectives of English language learners (ELLs) being instructed via the CLA regarding the effectiveness of the CLA in providing intelligible pronunciation skills. The intelligibility principle of language served as the theoretical foundation underlying this study guided by research questions addressing how well the CLA met ELLs' pronunciation intelligibility needs and their perspectives on receiving independent pronunciation instruction to meet these needs. Using qualitative case study methods, the research questions were addressed through an analysis of interviews of 10 community college ELL adult volunteers who received instruction using the CLA as current or former students in the intensive English program, had linguistic skill levels ranging from beginner to advanced, and were graduates of U.S. schools. A typological analysis model was followed where the data were organized by themes, patterns, and identified relationships. Participants reported wanting to improve their pronunciation and that their pronunciation had improved with the CLA instructional strategies. Although all participants desired to receive some independent instruction in pronunciation, their preferred instructional modes differed. It is recommended that ELLs' perspectives be heard and that English as a Second Language educators instruct with the CLA while also providing explicit pronunciation instruction. The results of this study indicating student satisfaction with the CLA may elicit positive social change within the ELL community by providing a voice to ELLs.

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McGuthrie, Monica Elena Leal. "An interventional study| Adult ESL beginners and advanced learners on acquiring and producing pragmatic requests." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596984.

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Second language (L2) learners are usually given a limited amount of exposure to pragmatic instruction even though researchers have advocated the importance of teaching pragmatics in the classroom (Alcón-Soler, 2008; Bardovi-Harlig, 1990; Cohen, 1996). One area that is discussed among researchers is learners’ proficiency and its effect on acquiring pragmatic competence. On one hand, researchers argue that learners need to have a high level of linguistic competence or proficiency in order to produce complex linguistic pragmatic functions. Researchers such as Codina-Espurz (2008) believe that there needs to be “a certain degree of linguistic competence” (p. 229) in order to gain pragmatic competence. In other words, lower L2 level learners may not find it beneficial to receive instruction since they lack the vocabulary to produce appropriate pragmatic responses. However, researchers have found that even having a high level of linguistic competence does not mean gaining complete native-like pragmatic competence (Bardovi-Harlig & Hartford, 1990; Hill, 1997). On the other hand, researchers suggest that pedagogical intervention even at the beginning level is beneficial (Tateyama et al., 1997; Wildner-Bassett, 1994). This study involves teaching pragmatic requests to adult English second language (ESL) learners of beginner and advanced intact classes at a non-profit organization called Meet Each Need with Dignity (MEND) in Pacoima, California. The study was of mixed methods, and data were collected using pre and posttests that included a written and oral role-play portion called a Discourse Completion Test (DCT), a Multiple-Choice assessment (MC), and a Background Questionnaire (BQ). Additionally, an interview and a delayed posttest were given three months later to one learner from each level to study the effect instruction had on their request development. Furthermore, this study wanted to find if pragmatic instruction had an effect on acquiring and producing appropriate responses to different request situations. The results showed that learners from both levels improved after explicit pragmatic instruction and developed different types of request expressions and modification items after intervention. Learners in both levels were able to move toward more native-like production by increasing the amount of conventional expressions used; however, the advanced learners were able to use a wider variety of expressions and modifiers. Overall, the results showed that instruction affected learners’ awareness and ability to produce pragmatically appropriate responses in different sociopragmatic situations beneficially.

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Arnold, Norah. "The acquisition and development of basic relational concepts in second language learners." Thesis, Open University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315278.

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Matuszewski, Judith L. "An Examination of Vocabulary Acquisition by Kindergarten English Learners." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10636857.

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American classrooms are becoming increasingly diverse as students enter with native language knowledge (other than English). Addressing the needs of all students is more difficult given most teachers are native English speakers, have little experience with multiple language knowledge, and can be apprehensive about teaching ELs. With this in mind, this study was undertaken to look at the feasibility of teaching kindergarten students strategies (e.g., use of picture dictionary, word wall, anchor chart use, partnering with peers), thus allowing the student to create their own understanding of English vocabulary rather than having an adult simply give the meaning to them or impart knowledge. Kindergarten ELs were taught strategies, given time to practice, and encouraged to use strategies. Students were then observed using the presented strategies. Use of technology (ELs used iPhones to photograph resources they used) showed to what extent each EL understood and used the presented strategies. Promising results showed ELs were able to understand, use, and adapt strategies, creating meaning for themselves as they acquired English vocabulary. PPVT and MLU testing showed increases and identified additional English words spoken. While this study included a small population, the findings point to strategy use for young ELs as promising. The potential application in classrooms could offer support for classroom teachers as they plan for more classroom diversity.

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Lezama, Silvia M. "Equal education| School leaders support of English language learners' academic success." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3662516.

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From a critical race theory perspective, this study examined how leaders in a California public school district support English language learners (ELLS) while implementing Proposition 227, a policy that strengthened the structures of inequality by imposing English as the language of instruction. The problem this study addressed was the effect Proposition 227 has had on school leaders' capacity to support the needs of ELLs. A qualitative multiple-case study, this study examined inconsistencies among tiers of leadership with regard to support systems for ELLs, irregular monitoring practices, and a lack of language resources. These findings also reveal a focus on oral and academic language development and outline professional development and review of ELLS' data as best practices. This study employed nine semistructured interviews. Analysis is presented through a tiered leadership model that includes perceptions from board members, district administrators, and school principals. This study is vital to informing the literature on how leaders understand instruction for ELLs and implement support services in public schools.

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Greaney, Leonard Vincent. "ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/370702.

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Educational Leadership Ed.D. This qualitative study investigated the reasons why educators initiate referrals of ELLs for special education services in a sample of three educational organizations near a major city in a mid-Atlantic state. This study addressed how and why educator perception influenced the referral process and identification of English language learners into special education programs. The intent of the study examined how perceptions of regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals influence the referral of ELLs for special education programs based on the commonly shared knowledge. Students receiving special education services have gone through a referral, assessment, and placement process. The special education process is initiated once a student is experiencing considerable difficulties in the general education programs despite a variety of implemented interventions. For English language learners (ELLs), low English proficiency, gaps in educational experience and cultural differences influence the referral process. The reality is teachers have a tremendous impact on who is referred for special education services and who is not referred. I employed a systematic, sequential approach while collecting data for this case study. A combination of interviews and observations provided a foundation for the collection of data. Interview participants from each district included regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals. Board meeting observations, as well as artifact reviews, including Board policy and Administrative Regulations, were completed. The constant comparative method served as the primary mode of analysis for this case study. Brisk (1998) states that good teachers of ELLs embrace their roles as language teachers and cultural facilitators. In a 2002 National Center for Education Statistics report, it was stated 42% of teachers indicated they had ELLs in their classrooms, but only 12.5 % of the teachers received more than eight hours of professional development specifically related to ELLs. Schools have often provided support for ELLs through special education or speech and language services, relying on the common sense premise that special education support is better than no support at all (Walker, Shafter, & Iiams, 2004). The potential impact of this study may be considerable. Accountability derived from a district’s Adequate Yearly Progress (AYP) is significant. The increased presence of ELLs in our schools has the potential to create a subgroup impacting AYP. Often times, the creation of an ELL subgroup for AYP leads to the creation of a low socioeconomic subgroup for AYP. The inappropriate special education referral and resulting placement yields an increase in the special education AYP subgroup. Schools must be held accountable to educate all students, including ELLs. This study provides relevant recommendations for districts to utilize in order to equip all educators with a skill set to appropriately serve ELL learners. Temple University--Theses

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Jones, Carrie Sloss Traci Wallace Janet. "Research-Based Best Practices for Closing the Achievement Gap between English Language Learners and Non-English Language Learners in Southeastern School District." Thesis, Lipscomb University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666879.

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The English Language Learners (ELL) student population continues to increase in American schools. Schools have the obligation and privilege to serve this population, but challenges exist to help ELLs become proficient in all subjects. The need for educators to use research-based best practices is critical to help best serve ELLs and to increase academic achievement. The researchers conducted a mixed-methods study in order to identify the research-based practices proven to increase the academic achievement of ELLs. The researchers found that Sheltered Instruction Observation Protocol (SIOP) was a research-based framework proven to help ELLs academically. ELL Directors of middle Tennessee districts having statistically significant gains with ELLs believed that the top best practices to use with ELLs were activating prior knowledge and building background, comprehensible input, academic vocabulary, explicit instruction and differentiated instruction. Teachers within Southeastern School District (SSD) believed the top five practices to use with ELLs were activating prior knowledge and building background, differentiated instruction, scaffolding instruction, teaching academic vocabulary, and continual review of vocabulary and content. The study also found the instructional models that work best with the varying levels of ELLs. The instructional model best used with newcomers was pullout, and for active ELLs, either pullout or push-in. Push-in or Structured English Immersion was most effective with Transitional 1 and Structured English Immersion for Transitional 2 ELL students. Educational stakeholders can use the findings of this study in order to promote the academic achievement of ELLs.

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Brownlee, Kellie. "Conversation and Storytelling as Cultural Practices| Designing a Communication Activism Intervention with Migrant English Language Learners." Thesis, University of Colorado at Boulder, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808284.

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This communication activism for social justice research (CAR) study created and implemented storytelling workshops to improve the communication of migrants who are English language learners (ELLs), by increasing their knowledge of and experience with U.S. cultural norms and narrative practices for conversation. Prior to the intervention study, a preliminary study, which used ethnography of communication (EC) and cultural discourse analysis (CuDA), was conducted to explore situated meanings of communication in Conversations in English (CIE) groups that ELLs attended at a local library. By using findings obtained from that preliminary study to design, implement, and study the storytelling workshops in which ELLs participated, the intervention study demonstrates how EC and CuDA can inform interventions, as well as how communication design can be used to plan and analyze interventions. The intervention study also shows how English language education and, in particular, teaching ELLs about U.S. cultural communicative practices, can be enhanced through the use of storytelling. Finally, the project reveals important lessons learned about engaging in CAR.

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Masuhara, Hitomi. "Factors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic texts." Thesis, University of Bedfordshire, 1998. http://hdl.handle.net/10547/304964.

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This thesis investigates factors influencing the reading difficulties of advanced learners of English as a foreign language. It proposes a new approach to reading research and pedagogy in which neuroscientific insights on human verbal and non-verbal cognition are incorporated into the theoretical conceptualisation. This thesis explores the neurosdentific literature for the purpose of identifying basic principles governing human perception, emotion and cognition. The mechanisms of learning and memory are also studied. It examines how the verbal systems of the brain interact with the non-verbal systems. Making use of neural perspectives, a critical review of historical and of current reading models is conducted. Attempts are made to provide alternative interpretations for the phenomena recognised in empirical studies based on observations of reading behaviours, on computer-based studies and on the introspective data of experts and of learners. This thesis reports two experiments which were designed to investigate the Ll and L2 reading processes through Think Aloud, Immediate Retrospection, Questionnaires and Interviews. The results indicate that advanced learners, despite their established reading ability in their native languages, often rely heavily on cognitive and studial styles of L2 reading which inhibit fluent and effective reading. Neural accounts are offered which suggest that the ineffective reading styles are due to weakness in the degree of neural developments. This thesis evaluates the reading sections of current and typical coursebooks according to neural-based criteria and concludes that learners are not being given the opportunities to develop the neural networks required in fluent and enjoyable reading. Finally suggestions are made for future reading research and pedagogy.

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Yeung, Pui-sze. "Learning to read and spell in English among Chinese English-as-a-second-language learners in Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35726787.

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Jabbari, Ali Akbar. "Acquisition of tense and aspect by Persian learners of English as a second language." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/4891/.

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This dissertation is a cross-sectional study of the acquisition of tense and aspect by 45 Persian speakers as the experimental group and 15 native English speaking children as the control group. This study specifically investigates the hypothesis of Primacy of Aspect (POA) that claims there is; (1) a strong association of past/perfective morpheme with achievement and accomplishment verbs, (2) a strong association of progressive morpheme with activity verbs, (3) no overextension of progressive inflection to stative verbs, and (4) strong association of the present morpheme '-s' with stative verbs. The study also argues for the semantic implications of the present data for the Distributional Bias Hypothesis (Andersen 1990), that the distinction of verb type in the input is skewed so as to create the acquisitional pattern found in studies of the POA in language acquisition, and for the Language Bioprogram (Bickerton 1981), that aspectual values are the knowledge a child is born with as the sources of the POA in SLA. The study also examines the syntactic implications of the data for the 'initial state' hypotheses in SLA: The Minimal Trees Hypothesis (Vainikka & Young-Scholten 1994, 1996a, 1996b), The Full Transfer/Full Access hypothesis (Schwartz & Sprouse 1996) and The Weak Parametric Transfer (Valueless Features) Hypothesis (Eubank 1993/94, 1996). The results supported the findings of the POA and the Minimal Trees Hypothesis.

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Sparling, Lawrence. "Educational drama as a developer of the listening abilities of English as a second language learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1993. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ51558.pdf.

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Gonzalez, Arturo. "An Examination of the Validity of State Standardized Testing of English Language Learners." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10240280.

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The purpose of this study was to determine the validity of state standardized testing English Language Learners are required to participate in as part of the Elementary and Secondary Education Act (ESEA). Although policymakers continue to debate the minutia of the academic accountability for English Language Learners, the over-arching question of test validity has continued to be ignored. Current federal requirements identify participation in state standardized testing of all English Language Learners who have been in country more than one academic year. Data collected for analysis included English Language Learners’ level of English proficiency, and state standardized testing scores in reading, English language arts, and mathematics. The goal was to determine, using quantitative data, correlations between these variables. The study concludes by highlighting factors to be considered that influence accountability policy at the state and federal level and by making suggestions for future research in the area of assessing English Language Learners for the purpose of increased accuracy for accountability in academic growth and performance. Through the use of ex-post-facto data, the results of the study identified three findings. The first finding identified that there is a correlation between ELL students’ English language proficiency level and performance on state standardized testing in the areas of reading, English language arts, and mathematics. The second finding in the study, using the Washington English Language Proficiency Assessment (WELPA) to identify student English proficiency levels, recognized that there is a threshold between WELPA levels and the ELL students who are passing state standardized tests. The third finding recognized that there was no significant distinction in state standardized testing between the number of reading/English language arts tests and mathematics tests.

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West, Sandy J. "Native Hispanic long-term English language learners' experiences in the public school system." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242869.

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Educational psychology is concerned with increasing the efficacy of teaching and learning while questioning why students from under-represented groups persistently under-perform their peers academically. Students most at risk for poor academic outcomes and most at risk for dropping out of school are American-born students of Mexican origin. Native or second generation-plus Hispanics have the highest high school dropout rate of any U.S. born racial or ethnic group. The purpose of this study was to answer the research question, “How do native Hispanic male long-term English language learners describe the experience of schooling within the educational context of one public school system?” Examined were long-term English language learners’ salient psychological experiences of schooling within the independent and interconnecting contexts of one public school system. The four elements of setting based on Bronfenbrenner’s ecological structure of the educational environment were examined; roles and relationships, activities, place, and time. In addition, the valence of each participant’s experiences was examined. Three educational contexts were defined in this study: the English language development classroom (micro-system); the mainstream classroom (micro-system); and the school campus (meso-system). The body of empirical research relating to Hispanic students, English language learners, and long-term English language learners addresses the poor academic achievement of these students by focusing on isolated factors and is replete with quantitative studies. This study adds to the body of research through the application of generic qualitative inquiry methods. During the course of a single one-on-one in-depth interview with the researcher, participants revealed a world of reflections, thoughts, feelings, and beliefs about the outward experience of schooling from their perspective as a long-term English language learner. A self-selecting sample of eight participants originated from a population of native U.S. born, second-generation, male, long-term English language learners within the research site. Participants ranged in age from 18-22 years and had been enrolled in the English language development program between 6.5 and 12 years. Data were analyzed through the application of theoretical thematic analysis within- and across-educational contexts. Findings were presented as five overarching themes representative of the school experience of participants: denunciation of the identity/label of English language learner; the ascendancy of relationships; racial/ethnic and linguistic social stratification; ELD as the 21st century “Mexican” school, and school characteristics. Through the analysis and discussion of participants’ experiences in school, there appears to be an opportunity for psychological and educational practitioners to apply these research findings to improve the educational experiences of Hispanic long-term English language learners as well as all English language learners at all proficiency levels within the public school system.

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Park, Seo Hyun. "Tracing Transnational Identities of North Korean Refugee English Learners in South Korea." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408694083.

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Scott, Dinah. "The Influence of an English-as-a-Second-Language Professional Development Program on Perceptions of Teacher Efficacy for Instructing English Language Learners." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7662.

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English language learners (ELLs) are the fastest growing student group in U.S. public schools. ELLs also consistently lag behind their native-English speaking peers in academic achievement. These facts set the stage for the study that evaluated one school district’s program to prepare their teachers to effectively educate ELLs. This program included a year-long series of six professional development courses that covered ELL-specific topics. The study’s evaluation tools included an online survey completed by teachers who took the courses, teachers’ feedback on course evaluation forms, interviews of district-level officials familiar with the program, and an examination of the homework assignments from each course. The program evaluation showed that teachers and district officials thought the courses helped prepare the teachers to instruct ELLs. However, the teachers’ feedback about the program’s influence included some specific references to teaching ELLs, but more examples from general education settings. The evaluation also found that only about 10% of the homework assignments required direct instruction of students. These evaluation results suggest that the program could be strengthened to include more opportunities for teachers to practice instructing ELLs. This additional practice could increase teachers’ confidence to serve the needs of ELLs in their classrooms.

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Swasey, Washington Patricia Ann-Marie. "FACTORS AFFECTING NORMING: A DEVELOPMENTAL STUDY OF ORAL LANGUAGE MEASURES IN SPANISH-SPEAKING ENGLISH LANGUAGE LEARNERS." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/66505.

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Communication Sciences Ph.D. The Latino population of which English Language Learners (ELLs) is a subset, has demonstrated substantial growth in recent years (U.S Census Bureau, 2008), highlighting the need for normative information regarding their language skills. However, requisite to obtaining normative information is determining appropriate norming methods. The principal purpose of the present study was to ascertain appropriate norming procedures for the language variables: Mean Length of Utterance (MLU), Number of Different Words (NDW) and Words Per Minute (WPM) in English and Spanish narratives of Spanish-speaking ELLs. The issues were 1) whether age or grade norms should be used as an index of language development, 2) whether cross-sectional or longitudinal data should be utilized, and 3) whether the inclusion or exclusion of children with missing data or grade repeats affects the language measures. It was hypothesized that due to the syntactic and lexical differences that are present across languages, there would be a different developmental schedule of development for the language variables in the English and Spanish of ELLs. Participants were typically developing kindergarten to second grade Spanish speaking ELLs enrolled in transitional bilingual programs. A total of 605 children comprised the cross-sectional dataset and a total of 679 children were included in the longitudinal dataset. From these initial datasets, additional datasets were created to provide separate age and grade groups (for the cross-sectional and longitudinal datasets) as well as three different longitudinal datasets. Narratives in English and Spanish were elicited from each child using a story retell procedure. Analyses were carried out using Multivariate Analysis of Variance (MANOVA), Univariate Analysis of Variance (ANOVA) and Repeated Measures Analysis of Variance procedures. Results of both cross-sectional and longitudinal analyses indicated that age and grade are comparable indices of time for studying MLU, NDW, and WPM. Results also indicated that longitudinal data is superior to cross-sectional data for examining the language variables and that including or excluding subjects with missing data or grade repeaters does not significantly affect MLU, NDW, and WPM scores. Additionally, results confirm the findings from the research literature that MLU, NDW, and WPM are valid variables for studying narrative development. Temple University--Theses

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Abdullah, Khaled. "The analysis and classification of English idioms : with special reference to the comprehension of English idioms by advanced Syrian learners of English." Thesis, Birmingham City University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263386.

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The study deals with English idioms from a pedagogical point of view. It draws attention to the fact that the use of idioms in a language is such a widespread phenomenon that we cannot continue to ignore them especially in disciplines such as language teaching and language learning. The study attempts to analyse the phenomenon of idioms diachronically and synchronically; to explain the process of idiom comprehension by foreign learners. The subjects of the study were Syrian undergraduates of English, who were largely unaware of the use of idioms among native speakers of English, since the foreign-language teaching system did not provide the chance where learners could be in frequent contact with the native speakers of the foreign idiom. The first stage of the research presents a brief swvey of some perspectives on idioms as a linguistic phenomenon. It begins with an examination of earlier views of idioms. At the end of this stage, a working definition of the idiom is suggested. The second stage smve)(S processes of idiom formation and explains how idioms have been dealt with in psycholinguistics and sociolinguistics, revealing the procedures for processing and understanding idioms. The third stage is empirical and the goal of which is to demonstrate how English idioms pose a problem in the process of teaching them to foreign learners. The fourth stage of the research is concerned with analysing idioms synchronically. The view maintained at this stage is that the relationship between idiomatic expressions and their meanings is not arbitrary, since these idiomatic meanings can be attained through an appeal to conceptual metaphor theories and the semantic constraint approach. The fifth stage is dedicated to the analysis of the findings which resulted from the investigation in the previous stages. Following on from this analysis, some suitable methods and effective activities for teaching English idioms to foreign learners are proposed. In brie£: the research on idioms in this study could prove fruitful in inspiring potential applications in pedagogy and language learning; in lexicography; in translation; and in computational linguistics.

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Flick, Laura G. "Motivating Francophone ESL Learners in Quebec: A Pilot Study on the Potential Role of eTandem with Anglophone Peers in Ontario." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/30238.

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With globalization and the growth of the World Wide Web, it is increasingly important for non-Anglophone students to acquire a functional level of English before graduating from secondary school. However, Francophone students in the province of Quebec who are learning English as a second language (ESL) face particular challenges that hinder their development of English proficiency, not the least of which is motivation. This quasi-experimental case study explores the effects of an eTandem project with Anglophone peers on the motivation of Francophone ESL learners in secondary school. The results indicate that Francophone students who completed the eTandem project showed greater motivational intensity, greater desire to learn the target language, and less anxiety. It also appears that technical problems, scheduling issues and anxiety contributed to the majority of Francophone students discontinuing the project. Recommendations are made to integrate eTandem projects into Quebec’s ESL curriculum and to address the anxiety issues of students in class.

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Kang, Joohoon. "Adolescent EFL Learners’ Multimodal Compositions and Adaptive Transfer across Distinctive Composing Media and Different Genres of Writing." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574767317484679.

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Sakai, Hideki. "Do Recasts Provide Second Language Learners With Negative Evidence?" Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/345682.

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Teaching & Learning Ed.D. The purpose of this experimental study is to examine the effects of recasts on narrowing overgeneralized grammar in the second language (L2). The study involved testing three major hypotheses of the mechanisms underlying recasts: the direct contrast hypothesis (Saxton, 1997, 2000), the additional input hypothesis (Gass, 1997; Gass & Mackey, 2007; Long, 1996, 2007), and the enhanced salience hypothesis (Leeman, 2003). Two structures (adjective ordering and indirect passives) were selected for this study, mainly because it was assumed that Japanese learners of English might produce overgeneralized rules that allow incorrect structures because of their first language (L1) influence. The participants were 97 Japanese university students learning English as a foreign language in Japan. They were randomly assigned to four treatment groups: recast (the REC Group), non-contingent positive evidence (the POS Group), recast plus additional input (the REC+ Group), and input with enhanced salience (the SAL Group). A pretest, posttest, and delayed-posttest design were employed. The measurement instruments were an oral production task, elicited imitation task, and untimed grammaticality judgment task, each of which was designed to elicit participants’ implicit and explicit knowledge about adjective ordering and indirect passives. Thus, the independent variable was the treatment conditions, and the dependent variable were the test scores regarding ungrammaticality of the overgeneralized rules of the target structures. After data screening, the data from 75 of the 97 participants were analyzed for adjective ordering, and the data from 90 participants were analyzed for indirect passives. The results showed that the POS Group did not improve on all the measures for adjective ordering and indirect passives; thus, it was suggested that positive evidence was not sufficient for the participants to narrow overgeneralized rules for the target structures. The findings indicated that for adjective ordering, medium effect sizes for the comparison of the POS and REC Groups were obtained on the grammaticality judgment tests for the pretest-posttest and pretest-delayed posttest comparisons. Thus, based on these effect sizes, the direct contrast hypothesis was partially supported (i.e., for one of the two structures and one measure of the three tests). Furthermore, on the basis of the results that the REC and REC+ Groups did not differ significantly on any measure and that on the adjective-ordering grammaticality judgment tests, the comparison between the REC+ Group and the POS Group obtained a medium effect size for the pretest-delayed posttest comparison, the provision of recasts in the REC and REC+ Groups was effective at least for the adjective-ordering grammaticality judgment tests; however, additional input alone did not have an impact on L2 learners’ retreat from the overgeneralized rules. Finally, the results showed that the POS and SAL Groups did not differ significantly and that there existed a difference in the performance on the adjective-ordering grammaticality judgment tests between the REC Group and the SAL Groups. Salience might not be effective in helping L2 learners retreat from overgeneralized rules, and the enhanced salience hypothesis can be interpreted as being limited to learning some linguistic structures. In conclusion, the present study provides empirical evidence that L2 learners can persist in using incorrect overgeneralized rules due to L1 rules and that ten tokens of the target structures are not effective for L2 learners to retreat from the overgeneralized rules. Furthermore, the findings lend support to the direct contrast hypothesis as a mechanism underlying recasts for one of the two target structures. Temple University--Theses

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White, Natasha. "Attitudes of School Leaders and the Academic Success of English Learners." Thesis, Notre Dame of Maryland University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13805837.

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English Learners (ELs) are one of the fastest growing student populations across the country and in the State of Maryland. In tandem with the growth of this diverse student group has been increasing accountability for public schools to ensure academic success for all students. Annual reports of school progress reveal persistent achievement gaps between English speaking students and ELs. This study investigated the relationship between the beliefs and expectations of school leaders and the academic success of English Learners. A correlational causal comparative, quantitative study was conducted using principal perception survey data and Maryland State assessment data. Principals' perceptions were not found to be good predictors in reducing the achievement gap between English Learners and English proficient students on state assessments. However, a statistically significant relationship was found between school practices and a change in the mathematics achievement gap. Also, principal training was found to have a significant positive relationship to school practices. These findings, along with survey perception data, underscore the need for targeted professional development for school leaders to combat systemic practices and beliefs that may contribute to the achievement gap between language minorities and their monolingual counterparts. The results may be useful to State leaders as they consider certification requirements for school administrators. District policies that restrict research and suppressed assessment data served as limitations to this study. Further investigation into principals' perceptions and an assessment of principal adequacy to close the achievement gap is warranted by State education leaders.

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Wedeen, Robbie. "Overcoming the barriers| Success stories of English learners in a U.S. high school." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687880.

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A disproportionate number of high school dropouts are Latino immigrant students with emergent English language skills. Statistically, students that meet these demographic characteristics are more likely to drop out of high school before receiving their diploma. Thus, these same students will then enter the workforce ill equipped for job advancement or the requirements of postsecondary education. A set of negative experiences, referred to as the process of marginalization, may occur in high school, leaving these students alienated and less confident of success than their English-speaking peers. This study used a qualitative research method approach to investigate the factors that lead some high school students to drop out and others to persevere and to become academically successful. This situation was explored by trying to understand Mexican and Central American immigrant students' perceptions of and reactions to possible high school marginalization processes and how this process effects their academic success in 11th and 12th grades. More specifically, this dissertation study employed a qualitative design to develop a case study of students and a school and community profile. Several instruments used in the study included a sampling and eligibility questionnaire, a semistructured questionnaire, and an open-ended Interview with high school Latino immigrant youth to examine their perceptions of the process of marginalization and the resiliency factors that they used to overcome them. Based on the study's results, several recommendations are made for schools to reform the negative impact of marginalization and increase feelings of empowerment and inclusion for this group

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Dissertations / Theses on the topic 'English-as-second-language learners'

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