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An Investigation Of The Representation Of Middle School English Language Learners (Ells) In Special Education Programs In A Large Urban School District, Leah J. Lerma
Electronic Theses and Dissertations
The disproportionate representation of ethnically and racially diverse students in special education has been an enduring problem in education for the past four decades. However, most of the research on disproportionality has focused on the ethnic/racial variable; the body of research focusing on the linguistic variable is still slim in comparison. As linguistic diversity in the United States continues to rise, teachers will continue to be challenged to meet the needs of the English Language Learners in their classrooms. However, many teachers feel unprepared to deal with this diversity and have difficulty discriminating whether a student’s poor performance is due …
Comprehending Synthetic Speech Personal And Production Influences, Jingjing Wang-Costello
Comprehending Synthetic Speech Personal And Production Influences, Jingjing Wang-Costello
Electronic Theses and Dissertations
With the increasing prevalence of voice-production technology across societies, clear comprehension while listening to synthetic speech is an obvious goal. Common human factors influences include the listener‟s language familiarity and age. Production factors include the speaking rate and clarity. This study investigated the speaking comprehension performance of younger and older adults who learned English as their first or second language. Presentations varied by the rate of delivery in words per minute (wpm) and in two forms, synthetic or natural speech. The results showed that younger adults had significantly higher comprehension performance than older adults. English as First Language (EFL) participants …
Effects Of Computer-Assisted Language Learning (Call) Instruction On The Acquisition Of Passive Grammatical Forms By Post-Secondary English As A Second Language (Esl) Students, Ya Chi Chien
Electronic Theses and Dissertations
The purpose of this study is to compare Computer-Assisted Language Learning (CALL) grammar instruction with traditional classroom teacher-directed grammar instruction for post-secondary English as a Second Language (ESL) students enrolled in an Intensive English Program (IEP). Students‟ achievement was measured by their performance on three measures (multiple choice, cloze/fill-in-the-blank, and open-ended tests) of passive grammatical forms. This study gathered quantitative data on students‟ performance on the three measures for both teacher-directed and CALL instruction groups as well as qualitative data with respect to the CALL participants‟ perception of the Azar Interactive online grammar instruction program. Results of the mixed design …