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Reflections On Preservice Preparation And Professional Development Among Instructors Of Adult Emergent Bi/Multilingual Learners, David A. Housel
Reflections On Preservice Preparation And Professional Development Among Instructors Of Adult Emergent Bi/Multilingual Learners, David A. Housel
Theses and Dissertations
The preservice preparation and ongoing professional development for instructors of adult emergent bi/multilingual learners (EBLs) in the United States has been characterized as “deeply uneven,” lacking uniformity, consistent academic rigor, and practical application to bolster instructors’ feelings of self-efficacy and agency in addressing their students’ complex learning needs. Using the Standards for ESL/EFL Teachers of Adults (2008) as a foundation, this explanatory sequential mixed methods research study explored the reflections of instructors of adult EBLs regarding their preservice preparation, ongoing professional development, and the guidance and support received from teaching colleagues and supervisors. The survey instrument developed contained a combination …
Understanding Adult English Language Learners' Experience With Self-Regulation In A Blended English Language Course, Karen T. Arnesen
Understanding Adult English Language Learners' Experience With Self-Regulation In A Blended English Language Course, Karen T. Arnesen
Theses and Dissertations
Self-regulation is necessary for success in any learning context, but for adult immigrants to the United States who are trying to learn English, it is critical. This qualitative research investigated 46 such learners enrolled in a blended English language course. Using Zimmerman’s 6 dimensions of self-regulation as a framework and data from observations, interviews, and reflexive journals, we attempted to understand and describe how these learners experienced self-regulation. We found that although these learners had strong desires to learn English, they lacked the self-regulation abilities that could bring their desires to fruition. They had difficulty transferring their desires to learn …
Investigating Adult Learner Perseverance Through Practitioner Inquiry: Learning From The Voices Of Students And Teachers, Lisa H. Justice
Investigating Adult Learner Perseverance Through Practitioner Inquiry: Learning From The Voices Of Students And Teachers, Lisa H. Justice
Theses and Dissertations
The purpose of this qualitative investigation was to examine, through the process of action research and design of practitioner inquiry, the experiences of students and teachers in an adult learning program in order to better understand the problem of adult learner perseverance. The program is located in a rural community in the Southeastern United States and serves adults ages seventeen and older who do not have a high school diploma. Often, these specific adult learners are saddled with barriers that prevent their success in our program, and adult educators face challenges themselves to find ways to support learner perseverance. The …
The Impact Of A Problem-Posing Approach On Student Engagement In An Esl Classroom In A Mid-Atlantic State, Beverly Anne Richardson Jewett
The Impact Of A Problem-Posing Approach On Student Engagement In An Esl Classroom In A Mid-Atlantic State, Beverly Anne Richardson Jewett
Theses and Dissertations
This study examined the impact of a problem-posing approach on student engagement in an ESL classroom at a community college in a Mid-Atlantic state. This study took place during the Spring 2019 semester with seven participants, two males and five females. Data were collected through pre- and post-surveys, pre- and post-interviews, student work artifacts, informal interviews, and field observations. The results of the study revealed that the students perceived an increase in their own engagement through a problem-posing instructional approach. Furthermore, the results revealed increased students’ value of collaboration, an environment that disarmed the fear of speaking, and connections to …