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Differences Between Curriculum-Based Service-Learning And Off-Campus Service-Learning Opportunities Based On Students' Reflections On Their Experiences, Carly Gates-Vickery Deleu
Differences Between Curriculum-Based Service-Learning And Off-Campus Service-Learning Opportunities Based On Students' Reflections On Their Experiences, Carly Gates-Vickery Deleu
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this project was, how do curriculum-based service-learning opportunities and off-campus (student chosen) service-learning opportunities differ in students' reflections on their experiences? Key influences for this project were the author's personal belief of social justice education for all students and the importance of service-learning in the high school setting. Through a qualitative research method the author created questionnaires and discussion questions, and conducted a group interview with high school students. Students were able to report on their service-learning experiences through reflection. Results of study showed no conclusive data on the differences between curriculum-based and off-campus service-learning. …
How Do Context And Low L1 Literacy Of Non-Native Speakers Of English Affect Their Noticing Of L2 Learner Recasts?, Rachel Mueller
How Do Context And Low L1 Literacy Of Non-Native Speakers Of English Affect Their Noticing Of L2 Learner Recasts?, Rachel Mueller
School of Education and Leadership Student Capstone Theses and Dissertations
This study investigates how low L1 literacy and the level of context influence adult students' L2 oral processing skills, specifically their ability to recall recasts correctly by addressing the question: To what extent do low-literacy second language learners' noticing and uptake of recasts of oral questions depend on the level of meaningful context associated with the question? It discusses the Noticing Hypothesis (Schmidt, 1990) and Lyster and Mori's counterbalance hypothesis (2006) on recasts as a means of reflecting students' ability to notice and correct grammatical errors in their L2. Students were interviewed and recalls recorded in three NNS-NS tasks: Elicited …