Digital Commons Network^™

Effects Of Instructional Process Using Cooperative Language Learning (Cll) On Fluency Development Of Sixth-Grade Students’ Oral Communication Skills, Phonsuda Phrueksa

Chulalongkorn University Theses and Dissertations (Chula ETD)

The purposes of this research were as follows: (1) to study the effects of the instructional process using Cooperative Language Learning (CLL) on fluency development of sixth-grade students’ oral communication skills and (2) to investigate their opinions towards the instructional process. The sample was 35 sixth-grade students studying in Chon Buri Province in the academic year 2019. The quantitative and qualitative data were collected in 15 periods experiment. The research instruments were lesson plans integrating the Cooperative Language Learning approach, oral fluency scoring rubric, questionnaire, and self-evaluation form and semi-structured interview. Statistics employed for quantitative data analysis were the percentage, …

“This Is The Oppressor’S Language, Yet I Need It To Talk To You”: A Critical Examination Of Translanguaging In Russian Speakers At The University Level, Nora Vralsted

EWU Masters Thesis Collection

The author critically reviews the TESOL practice known as translanguaging which incorporates the student’s acquired language(s) within the syntax of the target language (TL) as a means to foster understanding. It is suggested that the learner’s entire linguistic repertoire better fosters the learner’s understanding of the material. Within the last 20 years, the practice has gained popularity, and proponents’ advocacy for incorporating home languages within the writing classroom has come to be understood as a necessity for student success. Leonard (2014) identifies students' drawing upon all of their linguistic resources as "rhetorical attunement" and argues that multilingual writers become better …

Cultural Responsiveness And K-12 English Learners: Exploring Policy And Implementation Fidelity, Lauren Raubaugh

Electronic Theses and Dissertations

This critical policy analysis and collective case study, informed by ethnographic techniques, involved reviews of twelve Florida school district ESOL policies (included within the 2016-2019 District English Language Learner Plans, required of all Florida districts to complete) whose English learner (EL) populations met or exceeded ten percent (10%) of their total enrollment. A priori coding of these policy documents was conducted using nine criteria pulled from the literature on culturally responsive practice (CRP), which served as the theoretical framework for the study. Subsequent observations and practitioner interviews within two schools from the same district were conducted in order to ascertain …

A Comparative Study Of Two Models Of Presenting Phrasal Verbs, Nagham Majeed

Electronic Theses and Dissertations

Learning phrasal verbs (PVs) is of vital importance in both written and spoken English, especially for those English learners who must use English as a second language (ESL) in their daily interactions with proficient speakers. This study focused on two particles (out and in) in exploring a more effective model for presenting PVs in an ESL context. PVs are the focus of this empirical study because they are an essential component of English vocabulary but are typically regarded as very difficult for ESL students to master. This study used a quasi-experimental design to compare the effect of instruction through image-schematic …

Deconstructing Language Ideologies With Self-Reflective Writing In An Efl Classroom In Haiti: A Critical Discourse Analysis Case Study, Javid Buchanan

Dissertations and Theses

This paper draws on data collected from a critical self-reflective writing workshop series within an English as a Foreign Language (EFL) classroom in The Republic of Haiti. This Critical Discourse Analysis (CDA) case study investigates 7 students’ critical self-reflection writing to uncover language-related ideologies embedded within the meaning-making experiences of multilingual language users at a community-based organization. Although students generally show positive or negative attitudes towards language, the use of critical classroom discourse allows students to move beyond generic positive and negative framing when talking about language. Using Gardner’s L2 learner motivation model, this case study explores “instrumental” and “integrative" …

Using "Chunks" Of Academic Language, Thomas Henry, Jim Pettersson

The Utah English Journal

Graff and Birkenstein (2018) provide great insights into producing quality academic prose. Likewise, they demystify the textual practices of academic writers by asking students to use (or borrow) patterns of academic language. When examining the patterns found within dozens of academic abstracts/summaries, the following patterns emerged. These "templates" (as we call them) or "chunks" (the term provided by students) may help to guide students to create more academic-style prose; likewise, these sorts of patterns may help students in the practice of writing more complex prose (see Figure 1: The Language of Abstracts).

Beyond Posters And Powerpoints: A Case For Authentic Multimodal Writing In The 21st-Century Ela Classroom, Amber Jensen

The Utah English Journal

When I graduated from high school in 2001, my classmates and I were delighted to be the first graduates of a new century. Ushering in the twenty-first century evoked glittering promises of new and faster technologies, networked global communication, and a wide array of professional possibilities. When I entered my first classroom as a high school English teacher in 2004, however, I noticed that not much about the classroom or the curriculum had changed: I taught many of the same classic novels I had read in high school, I assigned the same kinds of writing tasks I had written as …

Literature In The Australian English Curriculum: Victorian Primary School Teachers’ Practices, Challenges And Preparedness To Teach, Louise Paatsch, Kirsten Hutchison, Anne Cloonan

Australian Journal of Teacher Education

The introduction of the Literature strand within the Australian Curriculum requires all teachers to engage students in print and digital literature that embrace the cross-curriculum priorities and support students to examine, evaluate, and discuss literary texts. However, such curriculum change assumes that primary school teachers who have often not studied literature as a specific method, have the confidence and content and pedagogical knowledge to plan and implement programs. This paper investigates teachers’ views of their level of confidence and preparedness to teach literature, and to explore teachers’ practices, challenges and enablers in teaching literature in both print and digital environments. …

Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio

Australian Journal of Teacher Education

This paper explores the issue of metalanguage and writing instruction in the senior secondary curriculum. It reports on the use of a design based research collaboration between a very experienced teacher of Ancient History and a research team with the aim of improving literacy outcomes for a group of disadvantaged students. The case highlights some of the challenges implicated in this close work between educational linguistic theorists as language specialists and classroom practitioners as subject specialists. In particular, it raises the issue of how to provide already experienced teachers with a metalanguage to express their implicit knowledge about text more …

Effects Of Using Tiered Instruction And Gamification Teaching Method On English Oral Communication Ability Of Ninth Grade Students, Pathomroek Phueakphud

Chulalongkorn University Theses and Dissertations (Chula ETD)

This quasi-experimental research was conducted with two purposes: 1) to investigate the effects of tiered instruction and gamification teaching method on students’ English oral communication ability in overall and analytical views and 2) investigate the effects between tiered instruction and gamification teaching method and conventional instruction on students’ English oral communication ability. The participants were ninth grade students of a small-sized secondary school in Chumphon, selected by purposive sampling into two mixed-ability classrooms.They were cluster-randomly assigned into experimental group with 22 students learned by tiered instruction and gamification teaching method, and control group of 18 students learned by conventional instruction. …

Effects Of Tiered English Reading Instruction On Reading Comprehension Ability And Opinions Of Lower Secondary School Students, Piyawadee White

Chulalongkorn University Theses and Dissertations (Chula ETD)

Differentiated Instruction (DI) is an instructional approach that can be used in English reading classrooms for second language learners to accommodate a wide range of student reading abilities. Tiering is one specific DI strategy that aims to adapt instruction to different levels so all students in a mixed-ability classroom are adequately challenged. This study explored the effects of tiering instruction on the English reading comprehension of secondary school students in Thailand. Three parts of each lesson were tiered: content (reading texts), process (the way students make sense of the reading texts), and product (post-reading tasks). The students were also tiered …

Effects Of Extensive Reading On English Reading Comprehension Of Thai Vocational Students, Runyarut Singkum

Chulalongkorn University Theses and Dissertations (Chula ETD)

This study aimed to 1) investigate the effects of extensive reading on English reading comprehension of Thai vocational students, 2) explore the opinions of Thai vocational students toward extensive reading. Fifty-one students majoring in Computer, Information Technology, and General Management from a public college in Thailand participated in this study for 12 weeks. The instruments used to collect data were the Test of English for International Communication (TOEIC) reading test, and extensive reading motivation questionnaire. The TOEIC reading test was used to investigate students’ reading while the extensive reading motivation questionnaire was used to explore their motivation toward Extensive Reading. …

Effect Of The Scaffolded Reading Experience Using A Graphic Novel On The English Reading Comprehension And Reading Motivation Of Thai Efi Students, Uthumporn Kennedy

Chulalongkorn University Theses and Dissertations (Chula ETD)

The purposes of this study were 1) to investigate the effect of a graphic novel on students’ English reading comprehension and 2) to explore students’ English reading motivation while reading a graphic novel. Participants included 20 tenth grade Thai EFL students, who were studying in an Intensive English course. The experiment took 12 periods. The instruments used in this research were the English reading comprehension test, reading motivation questionnaires, lesson plans and student journals. The Paired sample t-test was used to investigate the difference between students’ mean scores between the Pre- and Post- English reading comprehension and reading motivation test …

Does Waldorf Education Offer A Well-Rounded And Integrated Experience That Prepares Students For Higher Grades And Life In General?, Jacqueline A. Stratton

Cal Poly Humboldt theses and projects

This thesis research focuses on the study of Waldorf education and how it benefits the whole child. It begins by looking at Rudolf Steiner’s Waldorf educational program and its foundational history and then takes an in depth look at the key elements of its rich philosophy and pedagogy. The literature review focuses on the key question, ‘Does this 100 year-old teaching philosophy encourage a more well-rounded and integrated educational experience than traditional public schools?’ The review highlights four broad topics in relationship to Waldorf education. These include: Educating the Whole Child; Education for the Three Stages of Childhood; Early Childhood …

Emergent Bilinguals And Academic Language Acquisition Through The Use Of Sentence Frames, Leah Clougherty

Cal Poly Humboldt theses and projects

Emergent bilinguals are a growing demographic in the United States, but little research has been completed on certain aspects of language acquisition, such as the commonly known practice of using sentence frames as a means for academic language acquisition in the middle school classroom. In order to learn more about practices being implemented within my own classroom and to add to the body of research on academic language acquisition, I analyzed the effectiveness of student writing with and without use of sentence frames within the existing curriculum in a pilot study utilizing a mixed methods approach.

Integrated Content And Language Instruction: Lecturers’ Views And Classroom Instructional Practices, Soni Mirizon, Ben Wadham, David Curtis

Australian Journal of Teacher Education

The objective of this study was to investigate how integrated content and language instruction, where English is used as the medium of instruction in teaching Mathematics and Science was viewed by the lecturers of the content subjects. The study also examined whether or not it had impacts on the lecturers classroom instructional practices. Cummins’ (1981, 1984) Content Based Instruction approach was used as the framework for the study. This study employed a mixed methods approach combining interview, classroom observation, and a survey questionnaire. Twelve lecturers participated in interviews; twenty responded to a survey questionnaire, and four participated in classroom observations. …

Halliday’S View Of Child Language Learning: Has It Been Misinterpreted?, Anne Thwaite

Australian Journal of Teacher Education

This paper gives a brief summary of Halliday’s theory of how children learn to talk, illustrating the development of children’s language from the microfunctions through the macrofunctions and into the metafunctions of adult language. The paper points to a possible source of the misinterpretation of Halliday’s theory in the work of Frank Smith (1983), which appears to have “trickled down” into some of the textbooks written for pre-service teachers in Australia. Links are made to teachers’ knowledge about language (KAL) and the current Australian Curriculum English (ACE). It is suggested that while any number of functions of the language of …

New Approaches To Literacy Problems: Multiliteracies And Inclusive Pedagogies, Rachel J. Drewry, Wendy M. Cumming-Potvin, Dorit Maor

Australian Journal of Teacher Education

This paper is based on a qualitative study examining multiliteracies (New London Group, 1996, 2000) and inclusivity. Underpinned by a socio-cultural approach, the study examined ways to facilitate meaningful literacy learning for students experiencing challenges in print-based, classroom activities. Key to this research was an analysis of how scaffolding was used to bridge home and school communities. This paper focuses on one of the study’s students, Hannah, who exhibited extensive engagement with multiliteracies at home - driven through the Arts (e.g. graphic design, singing and music). In contrast, Hannah’s literacy experiences in the classroom were, at times, challenging and …

Poetically Composed, Educationally Imposed: Exploring Imagination And Poetics In Curriculum—A Memoir, Whitney J. Presnal

College of Graduate Studies: Theses & Dissertations

Through the use of memoir, my work centers on how poetry is situated within public education curriculum. I explore the curricular context of poetry through the lenses of my lived experiences in early childhood, as a K-12 student, and as an early career classroom teacher. My dissertation draws upon a wide array of literature, honing in on the poetic perspectives of philosophers (Aristotle, 1996; Heidegger, 1947 & 1971/2013; Plato, 1955/2007), poets (Hall, 2003; Eliot, 1920 & 2009), and curriculum theorists (Leggo, 1997 & 2018; Pinar, 1994; Sameshima, 2007). The foundation of my work is drawn from my own circular experiences, …

Understanding Esl Undergraduate Students' Beliefs About Learner-Centered Instruction, Mahjabeen Hussain

Dissertations and Theses @ UNI

This study was undertaken to determine undergraduate ESL students’ beliefs about learner-centered teaching (LCT) practices in English classes and to understand to what extent their learner-centered learning experiences influenced their beliefs about the quality of LCT practices. The study involved explanatory sequential mixed-methods. The Learner-centered Battery Student Survey and focus group interviews were used to collect data. One hundred and twelve undergraduate ESL students at a Midwestern university took part in the survey, 17 of whom, predominantly Asians, subsequently took part in multiple mini focus groups that lasted approximately 50-70 minutes each. Quantitative data analysis included descriptive statistics, t-Tests, and …

Is There A Correlation Between Oral Reading Rate And Social Conversational Speaking Rate?, Sarah C. Mason

Graduate Research Papers

The purpose of this research was to determine if there was a correlation between oral reading rates and social conversational speaking rates. This research was conducted using a sample size of 25 students, ages 8-12, in one elementary building in Southern Iowa. Student data were collected from a previous district’s fall assessment in the area of oral reading rate. Students were given specific prompts when providing their social conversational speaking. When comparing oral reading rate with their social conversational speaking rate, it was found that there was a correlation when measured in words per minute suggesting that students’ reading rates …

Teachers’ Self-Efficacy Beliefs In Relation To Perceived English Proficiency And Teaching Practices: An Investigation Of Chinese Primary English As A Foreign Language (Efl) Teachers, Yun Zhang

University of the Pacific Theses and Dissertations

Research on self-efficacy has been a productive field and abundant research has shown that teachers’ self-efficacy beliefs influence teachers’ actions and performances and thus affect students’ learning outcomes. However, there is a lack of literature on EFL teachers’ self-efficacy beliefs and even less research was set in Chinese EFL contexts. On the one hand, this study was conducted to provide a general picture of the current status of EFL teachers’ perceived English proficiency, self-rated self-efficacy beliefs and self-reported teaching practices in terms of some demographic perspectives; On the other hand, it aimed to explore the correlations among Chinese primary EFL …

Serving In The Kingdom: A Volunteer Experience In The Development Of Efl Literacy In Tonga, Melissa Wise

Cal Poly Humboldt theses and projects

For three years I had the privilege of living and serving in the Kingdom of Tonga, a group of islands in the South Pacific, as a Master’s International Program student and Peace Corps volunteer. In Tonga, I worked as an English Literacy Facilitator, partnering with counterparts on diverse projects to improve English language and literacy instruction in local schools.

In the most recent revision of its national curriculum, one of the sustainable development goals of the Tongan Ministry of Education is for teachers to learn strategies for the effective use of libraries, books, and technological resources in their teaching. To …

Promoting English Fluency Through Peer Feedback And Dialogue Journals In An Esl College Classroom, Sarah L. Stone

Cal Poly Humboldt theses and projects

This study investigated research methodologies which were proven to be successful in promoting English fluency among ESL students in the college level classroom. The history of second language learning was tied to popular teaching practices, such as journal writing, dialogue journals, peer feedback, and teacher feedback. Due to a lack of cohesion between the above methods and a rising gap in related literature, an experiment was formed to determine whether dialogue journals could be combined with peer feedback to facilitate an accelerated comprehension of English as an L2 language. Over a three-month period, 19 ESL students at Gavilan College were …

Supporting Clinical Practice Through Rehearsals, Lubna Javeed

Northwest Journal of Teacher Education

Rehearsing is a form of pedagogy in teacher education to prepare pre-service teachers with instructional practices before live enactments in a classroom. This qualitative study used grounded theory to explore how rehearsals impacted five elementary literacy courses in a university teacher education program. Data comprised of prolonged observations, video recordings of rehearsals, and surveys. The process of coding and re-coding resulted in findings that reflect rehearsing provided Teacher Candidates with confidence with lesson presentation, improved understanding of literacy content, and understand how to make in-the-moment instructional decisions.

Field Experiences In Literacy Teacher Preparation: A Snapshot Of Current Practices, Laurie A. Sharp, Rebekah Piper, Roberta D. Raymond

Northwest Journal of Teacher Education

This qualitative study used social constructivism as a theoretical lens to examine ways in which literacy teacher educators incorporate field experiences during literacy coursework. A cross-sectional survey was distributed among literacy teacher educators affiliated with teacher preparation programs located in a single Southern state. Responses related to field experiences were retrieved from 42 surveys and analyzed with two cycles of coding. Findings indicated that preservice teachers completed a range of field experiences prior to student teaching that involved observing literacy instruction and leading literacy instruction with individual students and small groups of students. Incongruences between reported field experiences and recommendations …

The Role Of The Literacy Coach: Where We Were And Where We’Re Going, Adam Ulenski, Jennifer Van Allen

Publications and Research

No abstract provided.

Teachers’ Perspectives On The Identification Of, And Provisions For, Gifted And Talented English As An Additional Language Students, Lucy Byramji Hands

Theses: Doctorates and Masters

In recent years, Western Australian State schools have seen a sharp rise in the number of students who use English as an Additional Language (EAL). Almost one-third of them have been identified as having culturally and linguistically diverse ancestry (Australian Bureau of Statistics, 2016). Many are gifted and talented (GT). However, while it has been widely acknowledged that GT abilities can be found in all ethnic, cultural, and linguistic groups, barriers such as socioeconomic circumstances, stereotypes, political climate, language backgrounds and a myriad of factors can influence the recognition, identification and full participation of EAL students in gifted and talented …

Solo Taxonomy As Efl Students’ Disciplinary Literacy Evaluation Tool In Technology-Enhanced Integrated Astronomy Course, Nadezhda Chubko, Julia E. Morris, David H. Mckinnon, Eileen V. Slater, Geoffrey W. Lummis

Research outputs 2014 to 2021

Whilst the role of disciplinary literacy in science, technology, engineering, and mathematics (STEM) education is becoming more prominent, there appears to be little adaptation or allowance made for English as a foreign or second language (EFL/ESL) students learning science in English, as well as no clear understanding of what comprises disciplinary literacy in science. In this article, we define the construct of disciplinary literacy in science education and justify the use of the Structure of the Observed Learning Outcome (SOLO) taxonomy (Biggs and Collis, Teaching for quality learning at university 1982) as a tool for measuring EFL students’ disciplinary literacy …

Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract Literature study in the 21st Century should be characterized by the inclusion of global texts that afford diverse students the opportunity to engage in their literacy development through and alongside authors, characters, and storylines that represent their own linguistic and cultural traditions. In this narrative analysis, I reflect on the importance of equity-driven literature study from my perspective as a teacher educator at a Hispanic-Serving Institution in the Southwestern United States. Following an introduction to the political and institutional contexts surrounding text selection in schools and a brief review of the literature, I situate myself and my students as …