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Marcum, Jared. "Language Proficiency and Cultural Intelligence in Distance English-Language Learning." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6691.
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The purpose of this study is to explore the viability of an international distance English-language program in the development of language and cultural proficiency. Students participated in tests at the beginning and at the end of the course to determine how well they developed both language and cultural proficiencies. The measures included (a) the computer-administered Oral Proficiency Interview (OPIc) from theAmerican Council on the Teaching of Foreign Languages (ACTFL), (b) ACTFL-aligned assessments of reading, listening, grammar, and vocabulary skills, and (c) the Cultural Intelligence Scale (CQS). In addition, course activities surveys provided additional information about student perceptions of course activities. Participants in this study came from various countries as they prepared to attend a U.S. university in Hawaii.The distance learning program fostered language proficiency through various learning activities, with an emphasis on synchronous dialogue over video chat technologies. In addition to English-language proficiency, the program sought to help students learn to effectively communicate with students from other cultures. Cross-cultural proficiency was fostered through cross-cultural dialogue with tutors, teachers, and other students. Students showed improvement in speaking, listening, vocabulary, and grammar. However, on average, students did not show an improvement in reading proficiency. Students reported that dialogue with tutors and teachers was among the most helpful activities in learning English. Students showed some improvement in cultural proficiency. However, this improvement was not universal across all measures of cultural proficiency. Students reported that certain activities—particularly dialogue with tutors and other students—as helpful in developing cross-cultural proficiencies.This study also investigated the relationship between language proficiency and cultural proficiency. Results were mixed. With a few exceptions, cultural proficiency did not predict a student’s language proficiency at the beginning of the course, during the course, or at the end of the course.
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Wat-aksorn, Patchara. "Pedagogical factors and considerations that should be included in the decision-making process for delivery of an EFL/ESL program through distance learning in Thailand : a delphi study /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9964008.
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Opp-Beckman, Leslie. "Characteristics of successful e-partnering in an online distance education course for English as a foreign language (EFL) educators /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2007. http://hdl.handle.net/1794/6276.
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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. "This study incorporated data from a 14-week pilot ODE course that the American English Institute (AEI) in the Linguistics Department at the University of Oregon (UO) offered fall 2006. Participants included 49 EFL educators living in 15 different developing countries in the Muslim world"--P. 6. Includes vita and abstract. Includes bibliographical references (leaves 154-175). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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El-adawy, Rasha Mahmoud. "Teaching EAP Through Distance Education: An Analysis of an Online Writing Course." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2187.
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Thesis (M.A.)--Indiana University, 2010.<br>Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).
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Montiel-Chamorro, Marta L. "Comparing Online English Language Learning and Face-to-Face English Language Learning at El Bosque University in Colombia." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5343.
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Although there is significant research surrounding online foreign language education, there are still questions on whether the outcomes are comparable to those obtained in the traditional face-to-face classroom. This study examined four classes, two online and two face-to-face, where students took the second course of a 6-level program of English as a Second Language at El Bosque University in Colombia. The International Test of English Proficiency (iTEP) was administered to students before classes started in order to establish a baseline, and then again after the courses finished. This test evaluates English language proficiency per skill: speaking, listening, reading, writing and also presents an overall proficiency score and level. Variables such as socioeconomic strata, students’ age, instructors, previous experience with online courses, course completion, student satisfaction and attendance and time on course were also examined. Because not all online students completed all content of the course within the timeframe given, special attention was given to this variable. Results indicate that when
comparing the scores of only the online students who completed all the content of the course with those of their face-to-face counterparts, there are no statistically significant differences in the outcomes of any of the four skills nor there is a difference in the overall scores; however this brings up the issue of time investment as it seems to vary based upon instructional method. A qualitative component was used to support the findings in this study. This component included instructors’ interviews, an end-of-course qualitative survey and class observations.
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Madyarov, Irshat. "Contradictions in a Distance Content-Based English as a Foreign Language Course: Activity Theoretical Perspective." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002672.
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Cavalcante, Emanuelle Sales. "Atividades de produção oral em língua inglesa na EaD: um estudo na licenciatura à distância de letras inglês da Universidade Federal do Ceará." www.teses.ufc.br, 2015. http://www.repositorio.ufc.br/handle/riufc/15746.
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CAVALCANTE, Emanuelle Sales. Atividades de produção oral em língua inglesa na EaD: um estudo na licenciatura à distância de letras inglês da Universidade Federal do Ceará. 2015. 102f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2015.<br>Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-03-28T12:50:12Z
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Previous issue date: 2015<br>This thesis aims at evaluating oral activities presented in online oral comprehension and production courses from the Universidade Federal do Ceará’s English Letters Course, trying to identify whether 1) Communicative Approach Principles, 2) Task-Based Language Learning and Teaching Principles and 2) L2 Acquisition/Instruction Principles are part of the pedagogical practices of these activities and, therefore, are able to develop the oral production skill in its prospective teachers of English. This research, which is inserted in the field of Applied Linguistics, characterized as exploratory and descriptive, was based mainly on reflections by Brown (2000, 2001) and Ellis (2003,2005). In order to do this research, we elaborated a checklist to evaluate the oral activities presented in two courses: LING 3A: Compreensão e produção Oral and LING 4A: Compreensão e Produção Oral. The results has shown that the general characteristics of Communicative Aproach, L2 Acquisition/Instruction and Task Based Language Teaching and Learning principles are presented in the activities, nevetherless, the last one seems to be the stronger principle. Since then, these activities may have the potential to develop the oral production skills on English Letter’s Course’s prospective teachers of English. However, we have identified the activities proposed in both analyzed courses are mainly controlled or semicontrolled, and do not provide many opportunities for spontaneous speech. They are also in lower rate when compared to other types of activities presented in the courses. In conclusion, we have verified that there is a need of more spontaneous oral activities in distance education courses, specially in those which aims at developing oral skills, since speech is a crutial tool in second language teachers’ pedagogy.<br>Esta dissertação objetiva avaliar as atividades de produção oral presentes nas disciplinas online de compreensão e produção oral da Licenciatura a distância de Letras Inglês da Universidade Federal do Ceará, buscando identificar se 1) princípios da abordagem comunicativa, 2) princípios do ensino de línguas baseado em tarefas e 3) princípios do aquisição/ instrução de L2 fazem parte do embasamento didático-pedagógico das atividades de produção oral destas disciplinas, e portanto podem ter o potencial de desenvolver a habilidade de produção oral dos professores em formação. Esta pesquisa, que está inserida na linha de Linguística Aplicada, caracteriza-se como exploratória e descritiva e fundamenta-se nas reflexões acerca do processo de ensino-aprendizagem e aquisição de segunda língua principalmente de Brown (2000,2001) e Ellis (2003, 2005). Para realizarmos a pesquisa, elaboramos um instrumento de avaliação (checklist), que foi utilizado para a avaliação dos princípios presentes nas atividades online. Os resultados mostraram que as atividades, no geral, têm características significativas de todos os princípios que nos propusemos a observar, com destaque dos princípios do Ensino Baseado em Tarefas (ELLIS, 2003), podendo ter, portanto, o potencial de desenvolver a habilidade de produção oral dos professores em formação. No entanto, observamos que a maioria das atividades de produção oral propostas nas disciplinas analisadas são, em sua maioria, controladas ou semicontroladas, e que a quantidade de atividades de produção oral é inferior se comparada às outras atividades propostas nas disciplinas. Como conclusão, verificou-se que há a necessidade de que mais atividades de produção oral espontânea sejam propostas, em disciplinas de cursos a distância, principalmente naquelas que visam o desenvolvimento desta habilidade, uma vez que, a fala é um instrumento imprescindível e fundamental para prática dos professores de línguas.
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Decker, James Brandon. "Online Language Acquisition and Leadership in Higher Education-Governed Intensive English Programs: A Rasch-Based Diffusion of Innovation Study." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/54.
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Research has indicated accredited, U.S. higher education-governed intensive English programs (IEPs) often struggle financially due to a scarcity of resources (namely students) because of political and global economic factors and increased competition (ICEF Monitor, 2017; IIE, 2017; Ladika, 2018; Soppelsa, 2015). However, few IEPs advertise online language acquisition (OLA) courses despite the increase in online study methods at the higher education institutes governing the programs and its use by competitors. The purpose of this study was to determine the status and extent of OLA diffusion in U.S. IEPs, how IEP directors and faculty perceived OLA, and whether they perceived themselves to be the leaders in its diffusion.
Drawing on Rogers’ (1962) diffusion of innovation framework to inform the instrument methodology, this study employed a quantitative, cross-sectional survey. The study used the Rasch measurement model (1960) as the framework informing the instrument’s design and analysis.
All 249 executive directors and 2,492 faculty in the 249 accredited, higher education-governed IEPs were invited to participate in the study, and 328 directors and faculty from 121 IEPs opted to do so. Major findings revealed 40.5% had experimented with online courses within the last five years, and 24.8% offered it currently. The Winsteps dimensionality analysis showed each of the six innovation characteristics performed as a separate strand supporting the dimension of OLA adoption potential. The Wright map and item measures revealed respondents perceived OLA visibility (1.52 logits) as the most difficult-to-endorse characteristic followed by complexity (0.48 logits). The least challenging characteristic was articulated benefits (-0.39 logits), and the easiest item was technology confidence (-1.21 logits) followed by technology clusters (-0.65 logits). Regarding leadership in promoting OLA adoption, 53.2% of the sample claimed they were involved in its leadership at some level, and 31.1% reported leadership involvement at institutes currently lacking online English courses.
This study suggests respondents found OLA to be beneficial for their IEP with articulable results. Cost and technology confidence were not viewed as prohibitive, but respondents lacked confidence that OLA would lead to increased enrollment. Because of the high level of OLA leadership in their IEP, the adoption of online language courses appears to be moving in an upward trajectory.
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Savas, Perihan. "A case study of faculty support in the Distance English Language Teacher Education Program at Anadolu University in Turkey." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0011591.
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Hoffman, David D. "Considering the Crossroads of Distance Education: The Experiences of Instructors as They Transitioned to Online or Blended Courses." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4910.
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In the short history of online education research, researchers studying teacher experiences regularly relied on anecdotal examples or small samples. This research sought to support and enhance previous findings concerning the best practices in online education through a nationwide survey of online and blended course instructors. The survey inquired about demographics (such as age, race, and gender), professional position(i.e. tenured professor), institution, department, and their initial and current feelings about teaching online education. It questioned if the respondents studied online as students,what resources administrators provided, their audience, length of instructional experience, and personal behaviors such as blogging or using social media. It also asked what they would want administrators to know, all with the intent to verify current beliefs about the best practices, discover additional possibilities, and find practices,demographics, and behaviors that may be associated or correlated with positive or negative experiences in online education. The study did not acquire enough responses to make generalizable statistical conclusions to the population of online instructors at the top higher educational institutions of the United States, yet the findings supported many of the established best practices in online education: establishing teacher presence, choosing the best content, establishing supportive class communities with interactive social activities, using variety, communicating expectations with students, beginning with clearly defined learning outcomes, making the course materials easily accessible and navigable for students, and emulating the best classroom pedagogies while acknowledging and adjusting for the differences. It also revealed six primary factors the participants felt impacted their positive or negative experiences in online learning: (a) the instructor’s impressions that they/the course succeeded or failed; (b) the quality or lack thereof of student responses and learning; (c) the amount of interaction with students in the course; (d) the perceived availability or unavailability of effective, helpful, and timely support from the institution, colleagues, and IT/technical department; (e) the level of reliability, ease-of-use, and functionality of the LMS or software; and (f) the attitude of the instructor about the medium, including the freedom of design and creation;Additionally, it revealed some instructor concerns about fair compensation for time and effort, particularly when beginning online instruction.
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Mahrous, Doaa S. "BUILDING A COMMUNITY OF PRACTICE FOR ENGLISH-AS-A-FOREIGN LANGUAGE TUTORS DURING PRIVATE TUTORING." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/260.
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The creation of a community of practice of tutors--a shared practice among a group of people who share the same domain--enables second-language learners to facilitate their acquisition of English by embracing new learning strategies while they learn the target language. The community of tutors’ perspective allows for the incorporation of the individual’s particular second-language-acquisition needs and goals. This presentation presents a proposed study that took place at the Yasuda Center at California State University, San Bernardino in the summer of 2015. Students in the English Language Program housed in the College of Extended Learning were asked to participate in tutoring sessions offered by tutors who participated in a community of tutors. Tutors embraced new teaching strategies that they acquired through participating within a community of practice, sharing their background knowledge and teaching experience, and demonstrating new teaching techniques to each other by using collaborative and hybrid strategies during activities embedded in a rich learning context. The provision of community of practice for tutors in the English Language Program enabled learners to develop meaning-making and communication skills as well as language and literacy skills to address the informational and problem-solving needs of their tasks and assignments.
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Brinckwirth, Anton. "Implementation and Outcomes of an Online English-Portuguese Tandem Language Exchange Program Delivered Jointly Across a U.S.-Brazilian University Partnership: A Case Study." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2752.
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The purpose of this study was to investigate a class-to-class online English-Portuguese "Teletandem” program that was conceived, negotiated, and implemented cross-collaboratively between the foreign language instructors and language resource center (LRC) staff at two large state universities—one in the United States and the other in Brazil. Ten English language students in Brazil were paired with 10 Portuguese language students in the U.S. for a 10-week Skype®-based tandem language exchange (TLE) project that was jointly delivered online across an international university partnership. A qualitative case study design was used to examine the attitudes, perceptions, views, and behaviors of the teachers, students, and LRC staff who participated in the project. The objective of the study was to shed light on the factors that facilitated and hindered teletandem design, implementation and sustainability. Participant feedback was interpreted and contextualized by the researcher to provide rich descriptions of how Teletandem was optimized and how it impacted student learning. The findings suggest that Teletandem is an innovative, low-cost, high-impact language learning activity with vast pedagogical implications. As a lab supplement to traditional instruction, it enabled students at both sites to accelerate L2 development through authentic immersion and practice while making social connections with native speakers abroad. In addition, the results showed that—for many students—Teletandem heightened intercultural awareness, boosted confidence in the L2, and strengthened fluency skills while rendering a transformational learning experience.
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Vergie, Malvin Patrick. "Effective language use in academic study material for L2 speakers of English at a distance learning institution." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4258.
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Thesis (MPhil (General Linguistics))--University of STellenbosch, 2010.<br>ENGLISH ABSTRACT: The gap which exists between the academic culture represented by lecturers and the nonacademic-
culture represented by students at a residential university is even greater at a
distance learning institution (DLI). At a DLI, lecturers and students are faced with a number
of challenges. Firstly, the majority of distance learning students are older than the average
residential student and have added responsibilities related to their families and jobs.
Secondly, they come from a wider variety of cultural, educational and socio-economic
backgrounds than residential first-years. Finally, the majority of these students have a
relatively low proficiency in their second language (L2) English, which is usually their third
or fourth language rather than their second language, and which is the language of instruction
at South African DLIs. At a DLI, there is little or no face-to-face contact between lecturers
and students, and teaching takes place primarily by means of printed study material,
specifically study guides. Study guides substitute for the lectures and other contact periods
that residential students receive. In addition, study guides have to facilitate the student in the
world of a new and sometimes intimidating culture, namely the (tertiary) academic culture.
However, many students may have trouble understanding the type of language used in study
material (essentially, academic language), sometimes because lecturers do not understand the
challenges faced by DLI students and/or because they write in a formal, academic style,
which is often not easily accessible to first-year students. This could pose a barrier for
learning, as well as for the transition of the student from the non-academic culture to the
academic culture. The aim of the study reported in this thesis was to identify the linguistic
criteria which a successful study guide for L2 speakers of English should adhere to. These
criteria were extracted from literature on effective writing/teaching in general, then discussed
in terms of their relevance for the specific purpose of writing effective study guides, and
finally applied to critically evaluate the language used in three DLI study guides. The thesis
ends with some concluding remarks, a discussion of the implications of the findings of the
research, and some recommendations for further research.<br>AFRIKAANSE OPSOMMING: Die gaping tussen die akademiese kultuur wat verteenwoordig word deur dosente en die nieakademiese
kultuur wat verteenwoordig word deur studente by 'n residensiële universiteit is
selfs groter by 'n afstandsonderriginstelling (AOI). By 'n AOI kom studente en dosente voor
'n aantal uitdagings te staan. Eerstens is die oorgrote meerderheid afstandsonderrigstudente
ouer as die gemiddelde student aan 'n residensiële universiteit en het hulle bykomende
verantwoordelikhede met betrekking tot hul gesinne en werkplekke. Tweedens kom hulle uit
'n wyer verskeidenheid van kulturele, opvoedkundige en sosio-ekonomiese agtergronde as
eerstejaarstudente van residensiële universiteite. Ten laaste is die meerderheid van hierdie
studente se taalvaardigheid in hulle tweedetaal (T2) Engels relatief laag. In die meeste gevalle
is Engels hulle derde of vierde taal eerder as hul tweede taal, terwyl dit ook die taal van
onderrig is by Suid-Afrikaanse AOIs. By 'n AOI is daar geen of min persoonlike kontak
tussen dosente en studente, en onderrig vind meestal plaas deur middel van gedrukte
studiemateriaal, veral studiegidse. Studiegidse dien as plaasvervanger vir die voorlesings en
ander kontaksessies wat 'n student by 'n residensiële universiteit ontvang. Ook moet
studiegidse die student voorthelp in die wêreld van die nuwe en soms intimiderende kultuur,
die (tersiêre) akademiese kultuur. Tog sukkel baie studente om die tipe taal (akademiese taal)
wat in die studiemateriaal gebruik word te verstaan, wat soms veroorsaak word deur dosente
wat nie 'n goeie begrip het van die uitdagings wat AOI-studente in die gesig moet staar nie,
en/of omdat hulle in 'n formele, akademiese styl skryf wat nie maklik toeganklik vir
eerstejaarstudente is nie. Dit kan 'n struikelblok vir leer wees, sowel as vir die oorgang van
die student vanaf die nie-akademiese kultuur na die akademiese kultuur. Die doel van die
studie waaroor daar verslag gelewer word in hierdie tesis was om die linguistiese kriteria te
identifiseer waaraan 'n suksesvolle studiegids vir T2 sprekers van Engels moet voldoen.
Hierdie kriteria is afgelei uit die literatuur oor effektiewe skryf/onderrig oor die algemeen, en
vervolgens bespreek in terme van hulle relevansie vir die spesifieke doel van die skryf van
effektiewe studiegidse. Laastens is hierdie kriteria gebruik om die taalgebruik in drie AOIstudiegidse
krities te evalueer. Die tesis word afgesluit met enkele slotopmerkings, 'n
bespreking van die implikasies van die bevindinge van die navorsing, en enkele aanbevelings
vir verdere navorsing.
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Persson, Niklas. "The Dawn of Digital Classroom : Experiencing the English school subject through distance education during the covid-19 pandemic." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50752.
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As a result of the Covid-19 pandemic, peoples’ everyday lives have been affected, including the teachers and students in Swedish upper-secondary schools while teaching and learning English. Due to this, both parties have had to experience the English classroom in the shape of distance education through computer-mediated communication (CMC). A convenience sampling consisting of four teachers and four students was used to provide statements regarding the participants’ experiences of the virtual classroom, in comparison to the physical classroom. The study also examined how the four language skills of listening, speaking, reading, and writing have been affected while teaching and learning English, due to distance education. The main findings consist of teachers claiming to have experienced difficulties regarding testing the English language skills known as reading and listening. In addition, a lack of non-verbal interaction was missed, according to the teachers, resulting among other things in the linguistic phenomenon such as turn-taking, to have taken place. The students on the other hand, have experienced difficulties regarding autonomy while studying English at home during the distance education as well as a different linguistic issue known as overlap in conjunction with a lack of non-verbal interaction and several people speaking simultaneously. The reported effects due to the covid-19 pandemic in conjunction with distance education are discussed along with the consequences of the obtained results and further suggestions regarding the topic.
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Lewinski, Sandra L. "Relative distance and the use of `this’ and `that’ and possible deictic response." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418417619.
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Cheng, Hsiu-Jen. "THE PERCEPTIONS OF TAIWANESE COLLEGE STUDENTS TOWARD THE ENGLISH COURSES USING AN ONLINE COURSE MANAGEMENT SYSTEM." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1177709445.
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Muniz-Cornejo, Alice Yvette. "Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2326.
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Adolescent immigrant English learners who enter U.S. schools at the secondary level are faced with challenges that distinguish their experience in second language acquisition from that of children and adults. Some of the challenges they face include limited time to acquire academic English proficiencey in reading and writing, difficulty in assimilating into English speaking American culture, and limited programs and services at the secondary level.
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Kajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.
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Chand, Rajni Kaushal, and n/a. "Listening needs of distance learners : a case study of EAP learners at the University of the South Pacific." University of Otago. Department of English, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080827.114047.
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This study focuses on student listening needs in the context of the English for Academic Purposes program taught by distance education at the University of the South Pacific. It explores the relationship between learners� awareness of the learning strategy they use for developing their listening skills and their teachers� knowledge of the strategy use and listening needs of learners.
Using an ethnographic case study approach, the study was conducted at various campuses and centres of the University of the South Pacific. Interviews were conducted with five EAP/study skills teachers, five subject/course teachers, 19 past learners and 10 present learners of the EAP/study skills course. Questionnaire data was also obtained from 19 past learners and 153 present learners. In addition, a course material analysis was carried out.
The study confirms and adds weight to the conclusions of earlier researchers such as Berne (1998), and Mendelsohn (2001) who explain that discrepancies exist between L2 listening research and practice. The findings of this research indicate that teachers differ from their learners in terms of learners� knowledge and understanding of listening skills and learning strategies in use. The findings also indicate that even though learning had taken place in this distance education context some face-to-face teaching would have been desirable. A combination of distance teaching with longer teacher-learner contact for distance teaching of listening skills is recommended, since regular contact between teachers and learners is seen by learners as very beneficial and more likely to lead to a better development of listening skills. It also helps create an awareness of learners� present and future listening needs. The nature of distance teaching at the University of the South Pacific, and the challenges faced by both teachers and learners are discussed in this study, and the requirement for further needs analysis in regard to distance EAP courses are noted.
The study concludes with recommendations for strategy training for distance learners as well as for raising teacher awareness about the importance of strategy teaching. It is also recommended that similar studies be undertaken in other language skills courses offered by distance at universities like USP such as reading, writing and speaking courses.
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Lee, Cheun-Yeong. "A Case Study of Using Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on Sociocultural Theory and Communicative Language Teaching Approach Curriculum." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242144550.
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Othman, Noor A. "Prior educational experiences and cultural factors in the learner's attitudes and behaviours : a case study of distance learning English course at UiTM, Malaysia." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/10376.
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This thesis is a case study that investigates the attitudes and behaviours of learners of a Preparatory English distance learning course (BEL 100 e-PJJ) offered at the Universiti Teknologi MARA (UiTM), Malaysia, and whether those attitudes and behaviours are influenced by their prior educational experiences and whether cultural factors may also have influence in the attitudes and behaviours of these learners. The research adopts a mixed-method case study design combining quantitative and qualitative approaches to the data collection and analysis. Thematic analysis has been adopted as a tool to analyse the interview data qualitatively. The thematic analyses constructed thematic networks which Attride-Stirling (2001) stressed served as an organizing principle and an illustrative tool in interpreting the analysed interview data. Another major source of data collected for this study was the asynchronous forum discussion transcripts. To match the needs of this study, several categories and examples of Henri’s (1992) framework combined with elements from Garrison, Anderson and Archer (2000) CoI model and Hofstede’s (1991) cultural values tool were adapted in analysing the asynchronous forum discussion transcripts. This was to identify the factors which contributed to the attitude and behaviour of the BEL 100 e-PJJ learners. This study has highlighted that the process of learning and teaching of the UiTM Malay/Bumiputera learners depend on the support and training given to the distance learners and facilitators. Learners’ attitudes, behaviours, facilitators’ intervention and purposeful tasks were found to be important in supporting active participation and effective interaction within the course.
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Guglielmo, Letizia. "Feminist Online Writing Courses: Collaboration, Community Action, and Student Engagement." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/english_diss/40/.
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Thesis (Ph. D.)--Georgia State University, 2009.<br>Title from archive page (Digital Archive@GSU, viewed July 16, 2010) Lynee Lewis Gaillet, committee chair; Baotong Gu, Beth Burmester, committee members. Includes bibliographical references.
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Cavalcante, Emanuelle Sales. "Atividades de produÃÃo oral em lÃngua inglesa na EaD: um estudo na licenciatura à distÃncia de letras inglÃs da Universidade Federal do CearÃ." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16312.
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nÃo hÃ<br>Esta dissertaÃÃo objetiva avaliar as atividades de produÃÃo oral presentes nas disciplinas online de compreensÃo e produÃÃo oral da Licenciatura a distÃncia de Letras InglÃs da Universidade Federal do CearÃ, buscando identificar se 1) princÃpios da abordagem comunicativa, 2) princÃpios do ensino de lÃnguas baseado em tarefas e 3) princÃpios do aquisiÃÃo/ instruÃÃo de L2 fazem parte do embasamento didÃtico-pedagÃgico das atividades de produÃÃo oral destas disciplinas, e portanto podem ter o potencial de desenvolver a habilidade de produÃÃo oral dos professores em formaÃÃo. Esta pesquisa, que està inserida na linha de LinguÃstica Aplicada, caracteriza-se como exploratÃria e descritiva e fundamenta-se nas reflexÃes acerca do processo de ensino-aprendizagem e aquisiÃÃo de segunda lÃngua principalmente de Brown (2000,2001) e Ellis (2003, 2005). Para realizarmos a pesquisa, elaboramos um instrumento de avaliaÃÃo (checklist), que foi utilizado para a avaliaÃÃo dos princÃpios presentes nas atividades online. Os resultados mostraram que as atividades, no geral, tÃm caracterÃsticas significativas de todos os princÃpios que nos propusemos a observar, com destaque dos princÃpios do Ensino Baseado em Tarefas (ELLIS, 2003), podendo ter, portanto, o potencial de desenvolver a habilidade de produÃÃo oral dos professores em formaÃÃo. No entanto, observamos que a maioria das atividades de produÃÃo oral propostas nas disciplinas analisadas sÃo, em sua maioria, controladas ou semicontroladas, e que a quantidade de atividades de produÃÃo oral à inferior se comparada Ãs outras atividades propostas nas disciplinas. Como conclusÃo, verificou-se que hà a necessidade de que mais atividades de produÃÃo oral espontÃnea sejam propostas, em disciplinas de cursos a distÃncia, principalmente naquelas que visam o desenvolvimento desta habilidade, uma vez que, a fala à um instrumento imprescindÃvel e fundamental para prÃtica dos professores de lÃnguas.<br>This thesis aims at evaluating oral activities presented in online oral comprehension and production courses from the Universidade Federal do CearÃâs English Letters Course, trying to identify whether 1) Communicative Approach Principles, 2) Task-Based Language Learning and Teaching Principles and 2) L2 Acquisition/Instruction Principles are part of the pedagogical practices of these activities and, therefore, are able to develop the oral production skill in its prospective teachers of English. This research, which is inserted in the field of Applied Linguistics, characterized as exploratory and descriptive, was based mainly on reflections by Brown (2000, 2001) and Ellis (2003,2005). In order to do this research, we elaborated a checklist to evaluate the oral activities presented in two courses: LING 3A: CompreensÃo e produÃÃo Oral and LING 4A: CompreensÃo e ProduÃÃo Oral. The results has shown that the general characteristics of Communicative Aproach, L2 Acquisition/Instruction and Task Based Language Teaching and Learning principles are presented in the activities, nevetherless, the last one seems to be the stronger principle. Since then, these activities may have the potential to develop the oral production skills on English Letterâs Courseâs prospective teachers of English. However, we have identified the activities proposed in both analyzed courses are mainly controlled or semicontrolled, and do not provide many opportunities for spontaneous speech. They are also in lower rate when compared to other types of activities presented in the courses. In conclusion, we have verified that there is a need of more spontaneous oral activities in distance education courses, specially in those which aims at developing oral skills, since speech is a crutial tool in second language teachersâ pedagogy.
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Tolu, Aylin Tekiner. "An Exploration of Synchronous Communication in an Online Preservice ESOL Course: Community of Inquiry Perspective." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3707.
Full textAbstract:
Based on a collaborative and socio-constructivist approach to online education, the Community of Inquiry (CoI) model emphasizes creating an effective learning environment where students feel a connection with other learners and the instructor and engage in well-designed collaborative learning activities.
Following a naturalistic methodology, this qualitative case study investigated the use of synchronous communication for creating a community of inquiry and student satisfaction in an online ESOL (English Speakers of Other Languages) endorsement course for preservice teachers. Elluminate Live was used for class meetings while an instant messenger, Gmail Chat served the needs for impromptu interactions between a student and the teacher.
The study was guided by the CoI framework. Data sources included online recordings of live meetings, student written reflections, surveys, interviews, and teacher/researcher journal.
The findings indicate that synchronous communication enhances building and sustaining an online community of inquiry. Gmail Chat provided increase in teacher availability, social presence, and student satisfaction, however it did not contribute much
to creating cognitive presence simply because it was not planned to be used for content delivery. Moreover, Elluminate Live contributed effectively to the community of inquiry by enabling manifestations and interactions of its 3 elements; social, teaching, and cognitive presence. Participants perceived that live class meetings promoted their learning and helped them feel the instructor and other students in a more real sense. Class meetings via Elluminate Live promoted cognitive presence by affording the students opportunities for listening to the presentations by the teacher and other students, watching a teacher demonstration through a webcam, interacting actively through Whiteboard tools, text-based chat, microphone, and emoticons, and working with their groups in their private breakout rooms. Instant and audio communication among students created a sense of social presence with trust, comfort, and belonging, and enhanced group work efficiency.
The study highlights the critical role of synchronous communications to create effective online learning communities, however it also underlines that the implementation of synchronous communication tools requires robust pedagogical planning to enhance student learning.
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Ndoutoume, Mendene Jean-Louis. "Initiating ICT in the open distance learning of Gabonese teachers / Jean-Louis Ndoutoume Mendene." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9678.
Full textAbstract:
Gabon is a Sub-Saharan francophone country which has been independent since August 1960. Its Educational System is modelled on the French System. However, the Gabonese Education System currently does not have any guidelines or policies for the system-wide implementation, integration and use of Information and Communication Technology (ICT) into the education system. The Gabonese Government committed itself to some ICT-related partnerships, but did not launch any programme or activity relating to those commitments. In addition, the Government provided funding to change the country’s Internet connectivity by satellite with the WASC/SAT3 sub-marine cable in order to make Internet access and connection ten times cheaper at the international level. Unfortunately, the benefit from this investment is not experienced in the country as the potential users, such as teachers, keep having challenges with Internet connection.
After fifty years of independence, the government also does not offer sufficient opportunity for teachers to enhance their pedagogical knowledge and skill through teacher professional development (TPD). As a result, no research, guidelines or policies exist for the implementation and use of Open Distance Learning (ODL) for TPD supported by ICT. The aim of this qualitative descriptive exploratory research study was to explore, describe and understand the enablers and challenges of initiating ICT in the ODL training of Gabonese in-service teachers.
Although the academic seat for this research was the School of Continuing Teacher Education on the Potchefstroom Campus of the North-West University in South Africa, the research project’s focus, conceptualisation, data-collection and data-interpretation were all based and conducted within the researcher’s heimat, i.e. the Gabonese Education System context. An interactive qualitative casestudy research design (Denzin & Lincoln, 2005; Merriam, 1998) was used in this investigation to obtain in-depth context sensitive data concerning the attitudes, fears, needs, expectations, infrastructure and readiness of the Gabonese Education teachers (at schools and training institutions) for the implementation and use of ICT for ODL training of Gabonese English (second language) teachers, collected through qualitative research methods, i.e. semi-structured open-ended individual and focusgroup interviews, as well as additional research artefacts in the form of photographs to visually record the unique contexts involved.
The researcher decided to involve Gabonese English (second language) teachers in the investigation, as he has worked in this discipline for at least twenty years. To ensure sufficient participants, the researcher made use of a snowball strategy where participants in the research referred others. Participants were also selected according to specific selection criteria. Two English (second language) teachers, one school principal, four ICT specialists, one advisor of English teachers, and one inspector of English teachers (ICT specialist) participated in eight individual interviews. Nine English teachers and two advisors of English teachers participated in four focus-group interviews. All interviews were conducted in French. At the North-West University in South Africa, the researcher transcribed the interview data and used ATLAS.ti™ (qualitative data-analysis software) to construct an integrated data-set for analysis. Qualitative data-analysis was performed under the guidance of an expert researcher in qualitative data-analysis. The relevant research findings were translated into English for the purpose of this report.
Qualitative data-analysis of the integrated data-set identified six categories of data related to three themes, i.e. (i) Gabonese Education, (ii) ICT in Gabon and (iii) ODL in Gabon. The six categories are: (i) Challenges of Gabonese Education, (ii) Enablers of Gabonese Education, (iii) Challenges to implementation and integration of ICT, (iv) Enablers of ICT; (v) Challenges of ODL, and (vi) Enablers of ODL. These categories supported by codes and quotations provide basic ideas on the research enablers and challenges of initiating ICT in ODL training of Gabonese in-service teachers. The discussion comprises thirty codes, and recommendations are made.
The findings of this rich qualitative exploration could benefit and support the Gabonese Education Department, policy makers and academic institutions in their quest to implement, integrate and use ICT in the TPD of in-service teachers via DE and ODL.<br>Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.
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Marone, April Dawn. "A distance-learning program to serve migrant families." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2464.
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The education of the children of migrant farmworkers is difficult to manage because of their mobile lifestyle. The dropout rate of these children is extremely high and remains the highest of any group in the United States. This project offers an historical overview of the creation and development of the migrant education programs of today. After examining sample distance learning programs and their important components, this project features a model distance-learning program for migrants. The goal is to create distance learning programs that will allow migrant children to continue school as they travel, guide them to graduation, and lead them toward higher education.
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Bell’aver, Jéssica Eluan Martinelli. "Teachers thinking together: novas tecnologias aplicadas à formação continuada de professores de língua inglesa." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/1650.
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Acompanha: Teachers thinking together: novas tecnologias aplicadas à formação continuada de professores de língua inglesa<br>Ensinar uma língua estrangeira, como qualquer outra disciplina do currículo escolar, requer preparação pedagógica e conhecimento teórico. Diante do contexto atual, nota-se que o ensino da Língua Inglesa (LI) na Educação Infantil e nos Anos Iniciais das escolas públicas precisa de elementos norteadores que venham a atender as especificidades de ensino-aprendizagem dessa faixa etária. A AMOP, Associação dos Municípios do Oeste do Paraná, organiza encontros pontuais de formação continuada ao longo do ano para as diversas áreas do conhecimento, proporcionando a interação entre os profissionais envolvidos com o ensino, inclusive os de Língua Inglesa, dos municípios filiados ao órgão. Entretanto, considerando que a prática de ensino da língua para essa faixa etária é relativamente nova, tais encontros oferecidos buscam atender a essas necessidades, porém, por se tratar de momentos pontuais ao longo do ano letivo, não correspondem à demanda de questões relacionadas à implantação da LI nas escolas, tampouco aos anseios e às angústias dos professores. Assim, o objetivo dessa pesquisa é ampliar a proposta de formação continuada oferecida pela AMOP, por meio da elaboração de um ambiente virtual de ensino-aprendizagem para o acesso e utilização dos professores de Língua Inglesa atuantes na Educação Infantil e nos Anos Iniciais do Ensino Fundamental. Além disso, conhecer o perfil dos docentes participantes da pesquisa, avaliar a interação deles com o AVEA – Teachers Thinking Together, e investigar a funcionalidade dessa ferramenta. Para esse fim, a proposta metodológica empregada nesse estudo fundamenta-se em uma investigação qualitativa, contemplando os tipos de pesquisa descritiva, bibliográfica, de campo e pesquisa-ação, por supor que esta é capaz de ressaltar e interpretar a natureza que é socialmente construída a partir de uma determinada realidade. No que concerne à base teórica, recorreu-se a Krashen (1982); Brown (1994); Lévy (1999/2006); Cameron (2001); Kenski (2002/2003); Marcuschi e Xavier (2010); Tonelli e Cristóvão (2010); Roncarelli (2007); Castells (2005); Hack (2011); Moran, Masetto e Behrens (2000), dentre outros. Como resultado, verificou-se que o AVEA Teachers Thinking Together possibilitou a interação entre as professoras participantes da pesquisa, viabilizando a troca de experiências pedagógicas e a oportunidade de ensinar e aprender em um único espaço. Também se constatou que, em momento oportuno, seria interessante oferecer a algumas docentes uma capacitação instrumental das tecnologias digitais, pois este pode ter sido o motivo da baixa interação dessas docentes com o AVEA. Porém, mesmo reconhecida tal dificuldade, foi significativa a experiência de formação continuada das professoras que, aos poucos, foram estreitando as suas relações com as tecnologias digitais.<br>Teaching a foreign language, like any other subject of the school curriculum requires pedagogical training and theoretical knowledge. Nowadays, it is noted that English teaching in kindergarten and in the first years of Elementary School need guiding elements that will meet the teaching-learning specificities of this age group. The AMOP, Association of counties from the west of Paraná, organizes occasional meetings of continuing education throughout the year for different areas of knowledge, providing the interaction between the professionals involved in teaching – including the English teachers – from the affiliated counties. However, since the English language teaching for this age is relatively new, these meetings are not enough, because they happen only during specific times throughout the school year, so they do not correspond to the demands related to the implementation of the language in schools, nor the aspirations and anxieties of teachers. Thus, the objective of this research was to expand this proposal of post graduate education offered by AMOP, through the development of a virtual environment of teaching and learning for access and use of English teachers who work in kindergarten and in the first years of the Elementary School. Also, it aimed to understand the research participants’ profile, to evaluate their interaction with the AVEA -Teachers Thinking Together, and to investigate the functionality of this tool. The studies methodological approach was based on a qualitative research, combining bibliographic, analytical and applied characteristics, it is also considered an action research by supposing that it is able to highlight and interpret the nature that is socially constructed from a certain reality. Served as theoretical basis the studies of Krashen (1982); Brown (1994); Lévy (1999/2006); Cameron (2001); Kenski (2002/2003); Marcuschi and Xavier (2010); Tonelli and Christopher (2010); Roncarelli (2007); Castells (2005); Hack (2011); Moran, Masetto and Behrens (2000), among others. As a result, it was verified that the AVEA Teachers Thinking Together enabled the interaction between the participating teachers, providing the exchange of educational experience and the opportunity of teaching and learning in the same place. Also, it was found that, eventually, it would be interesting to offer some teachers an instrumental training in digital technologies, as this may have been the reason for the low interaction of these teachers with the AVEA. But, despite of this difficulty, it was a significant post graduate education experience for the teachers who are gradually being closer and closer to the digital technologies.
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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.
Full textAbstract:
<p> 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.</p>
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Fouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.
Full textAbstract:
Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students appropriately. The plight of Open and Distance Learning (ODL) institutions like the University of South Africa (UNISA) is even more desperate, as they are often left with those students who are either unable to gain entrance into, or to afford the study fees of, residential universities. These students are often in greater need for face-to-face interaction than are their counterparts at residential universities, yet they generally receive very little of this. The intervention examined and critiqued in this study is an attempt at raising the academic literacy levels of first-year students at UNISA in the fields of science and technology by means of a 60-hour face-to-face workshop programme. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study starts with a broad overview of the context. This is followed by a review of the literature. This review focuses on concepts such as collaborative learning, academic literacy, English for academic purposes, English for specific purposes and English for science and technology. Thereafter, a needs analysis is done in which students’ Test for Academic Literacy Levels (TALL) pre-test results, as well as a sample of their assignments, are examined. In addition, the workshops in this intervention programme are analysed individually. To determine the effectiveness of the academic literacy intervention, students’ pre- and post-TALL results are scrutinised, and a feedback questionnaire filled in at the end of the year is analysed. Subsequently, recommendations are made as to how the workshop programme could be improved. Findings show that the academic literacy intervention did improve students’ academic literacy levels significantly, though the improvement is not enough to elevate students from being considered at-risk. However, with fine-tuning the existing programme, the possibility exists that students’ academic literacy levels might be further improved. This calls for a careful examination of the areas in which students’ performance did not improve significantly. Student feedback indicated a positive attitude towards the entire intervention programme, as well as a marked preference for collaborative learning and face-to-face interaction. In the redevelopment of the current workshop programme, such preferences would have to receive attention, so as to integrate students’ wants, together with what they lack and what they need, in subsequent interventions. In conclusion, the limitations of this study are discussed, and recommendations are made for future research, as the current study must be seen as only the beginning of a process of action research that could lead to a sustainable intervention programme in future. Copyright<br>Dissertation (MA)--University of Pretoria, 2010.<br>Unit for Academic Literacy<br>Afrikaans<br>unrestricted
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Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.
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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.
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Stack, James Dennis. "The development of English academic language proficiency by language minority students learning English as a Second Language in school settings." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2841.
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The purpose of the study was to examine the growth of English academic language proficiency by language minority students who were learning English as a second language in an urban school setting. In light of Cummins' theory of language proficiency, the research investigated English development over a one year period in the areas of language most needed for academic success in school, reading and language. Growth in English academic language proficiency was examined across socioeconomic groups, language groups, years of instruction in the district, places of birth, and levels of oral language proficiency. The research sample included 4,663 students in two groups: a focus group of 2,460 students learning English as a second language in school, and a comparison group of 2,203 students from an English language background who had never received second language instruction. All the students were enrolled in grades 4 and 5 and had participated in districtwide standardized test administrations in Spring 1988 and Spring 1989. In addition to test results, information was collected pertaining to the following background characteristics: socioeconomic status, primary language background, length of time in the district, birthplace, and level of oral language proficiency. Statistical analysis with t-tests and Anovas indicated significant differences in CTBS Reading and Language gain scores favoring the second language learners compared to the national norm group and the non-second language learners. Although there was a narrowing of the achievement gap, it would take 5 to 7 years to close it at the observed rate. Among second language learners there were no differences in Reading and Language growth by socioeconomic status; all SES groups were narrowing the gap. There were differences in Reading and Language gains by years in the district; the students with fewer years were exhibiting the greater gains. In Reading growth there were no significant differences by language background, birthplace, or oral language proficiency; however, in Language growth there were differences. These differences were in the test area which is more dependent on formal schooling. It is recommended that emphasis be placed on reading and writing instruction and that students be given bilingual/ESL support for a longer period time.
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Estrada, Karla Vanessa. "Examining English Language Development among English Language Learners with Specific Learning Disability." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.
Full textAbstract:
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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Moss, Linda Macrae. "Benefits of school band programs on English language acquisition among English language learners| A quantitative study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572954.
Full textAbstract:
<p> Immigrant and refugee students who have been entering the United States have a pressing challenge and that challenge is the learning and comprehension of the English language. School administration and faculty have struggled to meet the needs of immigrant and refugee students in urban schools. The purpose of the quantitative correlational study was to test the hypothesis that sixth, seventh, and eighth grade immigrant and refugee band students scored higher on the Arizona Instrument to Measure Standards (AIMS) test than did junior high immigrant and refugee non-band students in the reading and comprehension of the English language, as assessed by the 2010 and 2011 reading and 2011 writing test scores of the AIMS. The target population consisted of the immigrant and refugee student population in three junior high schools in the A1 district, a Title 1 district in Phoenix, Arizona. The federal government created and developed Title 1 schools in the United States for students who were living at or near poverty and who may have been at risk of failure. The data clerks, faculty, and administrative members collected the reading and writing scores of the band and non-band sixth, seventh, and eighth graders of the three junior high schools from the Microsoft Excel® program of the A1 District and the data were input into the Microsoft Excel program, then into the Statistical Package for the Social Sciences® (SPSS) program and analyzed. Two-tailed <i>t</i>-tests were conducted to analyze differences in the reading and writing scores between the band and non-band students in three junior high schools in Central Phoenix. A statistically significant difference in reading and writing scores was found between those students who were band participants and those who were not.</p>
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Yamaoka, Ryoko. "Changes in English language education in Japan /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5800.
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Morris, Judith. "Science education and the english language learner /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070523.150827.
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Silva, Marimar da. "Teacher knowledge in english language teacher education." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009<br>Made available in DSpace on 2012-10-24T15:06:42Z (GMT). No. of bitstreams: 1
270765.pdf: 607810 bytes, checksum: 81d4d6f61fd8f23bb6ba97d6ba9eee28 (MD5)<br>This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing it. Data collection and analysis, based on grounded theory strategies, consist of theoretical and empirical studies on English language teacher education produced between the beginning of 1990 and 2000 by José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes, and João Antonio Telles. The analysis of the ideas of these three Brazilian applied linguists on the education of the English language teacher unveiled that they suggest to adopt (1) the knowledge construction paradigm for professional education, (2) the applied-science reflective model or the craft-reflective model for teacher education, and (3) research of ethnographic nature to approach teachers# reflective practices. In addition, they view teacher knowledge (a) as a cognitive construction, (b) as a social-cognitive construction, and (c) as an experiential construction. As a cognitive construction, teacher knowledge focuses on the development of teachers# competences; as a social-cognitive construction, on teachers# awareness on how discourse works in the social construction of meanings; and as an experiential construction, on teachers# awareness on their personal practical knowledge. The present study suggests that the three applied linguists# views of paradigms of professional education, models of teacher education, approaches to reflective practices, and views of teacher knowledge are related to the way they view how the relation between the teacher and knowledge is constructed. Since that view varies, the present study suggests that teacher knowledge will tend to be a multi-nature concept. In addition, this study points out, on the one hand, a possible fragmented view of the concept of teacher knowledge and of the education of the English language teacher. On the other hand, it acknowledges that the paradigms, models, approaches and views of teacher knowledge suggested by the three applied linguists reflect the development of scientific investigation throughout the history of mankind. Finally, the present study suggests widening the theme studied here, including not only the ideas of other Brazilian applied linguists, but also their empirical studies to get a more precise view of the concept of teacher knowledge in the area of English language teacher education in Brazil.<br>Este estudo, de natureza qualitativa e embasado na teoria fundamentada, visa investigar o conceito the conhecimento docente nos escritos de três linguistas aplicados brasileiros, com o objetivo de conceituá-lo. Os dados, estudos teóricos e empíricos sobre a formação de professor de inglês, produzidos entre o início de 1990 e de 2000 por José Carlos Paes de Almeida Filho, Luiz Paulo da Moita Lopes e João Antonio Telles, foram coletados e analisados com base nas estratégias da teoria fundamentada. A análise das idéias dos três linguistas aplicados brasileiros sobre a formação de professor de língua inglesa revelou que eles sugerem adotar (1) o paradigma de construção de conhecimento para a formação profissional, (2) o modelo reflexivo de ciência aplicada ou o modelo reflexivo experencial para a formação de professores, e (3) a pesquisa de base etnográfica para a abordagem de práticas reflexivas. Adicionalmente, eles vêem o conhecimento docente como (a) uma construção cognitiva, (b) como uma construção cognitiva-social, e (c) como uma construção experencial. Como uma construção cognitiva, o conhecimento docente está centrado no desenvolvimento de competências; como uma construção cognitiva-social, nas práticas discursivas; e como uma construção experencial, no conhecimento prático pessoal do professor. O presente estudo sugere que as concepções dos linguistas aplicados sobre paradigmas de formação profissional, modelos de formação de professores, abordagens de práticas reflexivas e concepções de conhecimento docente estão relacionadas a sua visão de como a relação entre o professor e o conhecimento docente é construída. Tendo em vista que os três linguistas aplicados têm visões diferentes de como esta relação é construída, este estudo sugere que o conhecimento docente tenderá a ser um conceito de naturezas múltiplas. Este estudo também alerta para uma possível visão fragmentada do conceito de conhecimento docente e da formação de professor de língua inglesa. Entretanto, ele também reconhece que os paradigmas, modelos, abordagens e concepções de conhecimento docente refletem o desenvolvimento de investigações científicas ao longo da história da humanidade. Por fim, o presente estudo sugere ampliar o tema aqui investigado, incluindo não somente as idéias de outros linguistas aplicados brasileiros, mas também seus estudos empíricos a fim de que uma visão mais precisa do conhecimento docente na área de formação de professor de língua inglesa possa ser delineada no Brasil.
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Mims, Pamela J. "English Language Arts, Introductory Kit." Digital Commons @ East Tennessee State University, 2013. https://amzn.com/B00DWIZ138.
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McKenzie, Lolita D. "Scaffolding English Language Learners' Reading Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/955.
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English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included background knowledge, comprehension and evaluation. Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels.
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Crew, Vernon. "English language proficiency and attitudes towards the English language of Hong Kong Chinese student teachers." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241202.
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Sundberg, Elin. ""High risk, high reward" : En kvalitativ undersökning av lärares användande av drama i engelskundervisningen för årskurs 4–6." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78420.
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This study studies teachers’ use of drama when teaching English in grades 4-6. The material has been collected through semi structured interviews with five teachers. The study concludes that teachers use drama to increase the pupils’ eagerness to learn through variation and commitment. Teachers list passion for the language and the opportunity it creates to work with dialogue in near authentic situations among the advantages of working with drama. Among the disadvantages teachers mention the time and energy required for both planning and conducting this kind of teaching. Teachers agree that the curriculum for English is their starting point when planning classroom activities. Teachers also agree that the knowledge requirement concerning pupils spoken language is the most obvious one to be reached through drama. The teachers can also be said to do things that are not part of the curriculum. However, those tasks can be considered essential stepping stones for pupils to find courage to express themselves. Some pupils reach knowledge requirements through drama, while there are indications that others need drama to build appropriate skills to be able to reach requirements at a later stage. Teachers are in agreement that drama should be seen as part of a long-term method to vary teaching and work with pupils around skills and towards knowledge requirements as described in the curriculum for English.<br>Studiens syfte är att undersöka lärares användning av drama i engelskundervisning i årskurs 4–6. Materialet för studien har inhämtats genom halvstrukturerade intervjuer med fem lärare. En slutsats av studien är att lärare använder drama i syfte att nå ett lustfyllt lärande genom variation och engagemang. Olika typer av övningar beskrivs, med dialogen och talad engelska i fokus. Bland fördelarna att arbeta med drama nämns lusten till språket och möjligheten att träna dialog i nära autentiska sammanhang. Bland nackdelarna nämns tid och energi som krävs av läraren, i planering och genomförande av sådan undervisning. Kursplanen i engelska ses som utgångspunkt för de intervjuade lärarna, där kunskapskrav kring det talade språket kan uppnås. Lärarna gör även sådant som kan sägas vara utanför kursplanen i engelska, men som kan vara nödvändiga mellansteg för att få elever att våga uttrycka sig på engelska. Vissa elever når kunskapskrav genom och under tillfällen med drama, medan det finns tecken på att andra behöver drama för att bygga nödvändiga kunskaper för att vid annat tillfälle kunna nå kunskapskraven. Lärarna är överens om att drama ses som en del av en långsiktig metod för att variera undervisningen och arbeta med elever kring förmågor och mot de kunskapskrav kursplanen i engelska beskriver.
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Kuti, Laura. "Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2541.
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The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. Based on the research presented in the review of the literature, the researcher provides the results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities to contribute to the limited current research available regarding this subgroup and to explore how the annual ELP assessment mandate is actuated at the state, district and classroom levels. The researcher used one state’s existing quantitative ELP assessment data to examine types of accommodations used for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researcher investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data.
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Tang, Yu-kwong. "Chinese education and the prestige of English." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22199329.
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Gavron-Stadtmaer, Tanya. "Participation, collaboration and language use in English Foreign Language adult learning groups that share or do not share a common language besides English." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/10559.
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Includes bibliographical references (leaves 167-177).<br>The study attempts to answer the question: "How is learning, interaction and information exchange affected by whether learning groups are composed of people who share or do not share a common language (besides English)?" I carried out the research at English Foreign Language (EFL) classes which were held for peoples of Africa. Data were collected through audio and audio-visual recordings, field notes and semi-structured follow-up interviews. The findings indicated that learning, interaction and information exchange were affected by the composition of the group. These differences were related to the interactive and dialogic nature of exchange in the 'cross language groups' where conversational techniques (such as turn-taking) were used in order to engage in an interactive and collabortive dialogue. As a result, learning, interaction and information exchange occurred more readily in 'cross language groups' than in 'common language groups'.
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Mims, Pamela J. "Accessing grade-aligned English/Language Arts." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/175.
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English/language arts (ELA) is one of the core content areas of the general curriculum. Through ELA instruction, students gain a means for accessing and understanding the various forms of text they encounter in daily life as well as skills in research and communication. The overarching goals of ELA focus on effective communication, including comprehension: a goal critical to students with significant disabilities. Typical ELA curriculum creates opportunities for students to communicate in different contexts, for different purposes through exposure to culturally diverse text (Browder & Spooner, 2014). The challenge in developing language-arts instruction for students with significant disabilities, however, is that they may have few skills to engage with text (Mims et al., 2012). Recent research has helped to bridge the gap between the incoming skill set of individuals with a significant disability and the gains in effective literacy skills, communication, writing and comprehension skills.
This presentation will highlight some of the most recent research that features strategies for providing meaningful-access, grade-aligned fiction and nonfiction text depicting diverse cultural and socioeconomic themes, but adapted for greater student access. Highlighted strategies will include a discussion of how grade-aligned adapted books and systematic instruction such as response-prompting strategies, error correction, positive reinforcement, data collection and graphic organisers can promote student gains in literacy, communication, writing, student-led research and comprehension across Bloom’s Taxonomy. In addition, this presentation will discuss ways to meaningfully adapt grade-appropriate text for students who have limited-to-no reading ability, as well as provide resources for fiction and nonfiction texts that have already been adapted. Finally, this presentation will provide participants with strategies to promote personalised learning in concert with maintaining a high level of rigour for students with intellectual disability and autism. - See more at: http://sydney.edu.au/education_social_work/professional_learning/teachers/2016/major-events/successful-learning-conference.shtml#sthash.hTRDzYbP.dpuf
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Brutt-Griffler, Janina. "The development of English as an international language : a theory of world language /." Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242754518.
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Mims, Pamela J., Angel Lee, Tracie-Lynn Zakas, Diane M. Browder, and L. Bastian. "Teaching to Standards: English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu_books/171.
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Research demonstrates high effectiveness with teaching skills that align to grade-level standards.
This curriculum provides materials at three literacy levels: object/photo, symbols, and text. Skill areas include persuasive writing, elements of story grammar, and research endeavors. The authors adapted 15 popular works (like Holes, Number the Stars, and Dragonwings) into simplified text with repeated story lines and symbol supports. Genres include fiction, nonfiction, plays, and poetry.
The 32 progressive lessons are scripted and incorporate evidencebased teaching procedures. They are organized into four units: Change, Values and Decision Making, Social Justice, and Global Awareness. These themes help students grasp the big ideas as well as specific ELA skills.
The curriculum seamlessly integrates traditional formats, like books and manipulatives, with the software and iPad app. This blended approach helps you to teach all students effectively and creates an engaging learning process. In the software and app, students explore eight works of literature through a five-step instructional sequence: preview, vocabulary, read the book, comprehension questions, and story sequence.
The curriculum now comes with two new components, including the consumable Daily Writing Journal Student Workbook and the Task Analysis Teacher Extension Book.
Curriculum Includes: The Implementation Guide, Alignment to Standards booklet, two Teacher’s Guides, one Assessment Response Book, one Student Response Book, Right On Readers 1 and 2, one Daily Writing Journal Student Book, one consumable Daily Writing Journal Student Workbook, graphic organizers, 250 teaching cards, PDFs on disc with a classroom license for printouts, a Task Analysis Teacher Extension Book, and the Access Language Arts Software and iPad App.
Curriculum Plus Includes: the Teaching to Standards: ELA Curriculum plus a total of 10 consumable Daily Writing Journal Student Workbooks, the GoWorksheet Maker iPad App, a set of GoWorksheet activities, samples of communications overlays, four sets of the Right On Readers, and one copy of Holes, We Beat the Street, The Outsiders, Number the Stars, and Dragonwings.<br>https://dc.etsu.edu/etsu_books/1191/thumbnail.jpg
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Nelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.
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English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants completed an online anonymous survey, and responses were analyzed using open coding and analytical coding. The following 3 themes emerged from the data: teachers varied in their perceptions of their efficacy to support ELs, teachers perceived their teacher preparation and professional development experiences to be inadequate in preparing them to support ELs, and teachers blamed students and parents for the lack of proficiency in ELA. A professional development project was designed to address the findings and to help build teachers' pedagogical skills and self-efficacy in instructing ELs. Positive social change may be promoted by increasing teachers' ability to effectively instruct ELs, which will increase their efficacy with this population. ELs will benefit by possessing the reading, writing, and communication skills necessary for high school and postsecondary success and to be competitive in the workforce.
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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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Brandeis, Judy. "English language arts and media education : making links." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21197.
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The purpose of this study is to advance existing Media Education theory by looking at similarities in English Language Arts (ELA) theory and Media Education theory. The study explores similarities and differences between the two areas of study creating a broader understanding of literacy, English Language Arts, Media Education and pedagogy.<br>In order to clarify the co-relation between English Language Arts theory and Media Education theory, I interviewed experts in both fields to shed light on how these two areas of study complement one another and where the points of difference lie. The information points to the development in theory and opportunities for research that may help teachers in training and classroom teachers integrate Media Education and ELA education.
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Brandeis, Judy. "English Language Arts and Media Education-making links." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/MQ50500.pdf.
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