Education Commons^™

Aprendizaje En Inglés En Línea: Efectos Sobre La Elaboración De Textos Escritos Y Relación Con La Percepción De Los Docentes Sobre La Integración De Tecnología, Yetzy Limarys Díaz Maldonado

Theses and Dissertations

Los estudiantes de una escuela secundaria del área sur de Puerto Rico presentan un bajo aprovechamiento académico en los cursos de ESL para realizar trabajos escritos en inglés. Por lo tanto, esta disertación aplicada fue diseñada con el propósito de examinar el efecto del uso del programa de aprendizaje de idiomas en línea Grammarly sobre la elaboración de textos escritos y la percepción del docente sobre la integración de tecnología.

El diseño de este estudio fue uno cuasi-experimental. El marco teórico que sustenta el estudio se basa en la teoría del procesamiento de información cognitiva de Atkinson y Shiffrin (1968). …

A Phenomenological Study Of Faculty Perceptions: Non-Native Speakers Of English (L2s) In Bachelor Degree Programs, Leisha Cali

Theses and Dissertations

This applied dissertation was designed to explore the experiences of faculty teaching L2s in bachelor degree courses at a private university in South Florida and to identify potential approaches and teaching methods that influence L2s’ learning and success. L2s comprise 10% of the nation’s college enrollment and are four times less likely to graduate with a bachelor degree than their socioeconomic peers who speak English as a first language.

The researcher examined the meaning of bachelor degree completion for L2s, perceived characteristics of successful L2s, and teaching methods influencing L2s’ success to understand how L2s succeed in bachelor degree courses. …

The Effects Of Project-Based Learning On The Academic And Linguistic Achievement Of Emergent Bilingual Learners: A Mixed Methods Approach, Melinda Hardy

Theses and Dissertations

This mixed methods study examined the academic and linguistic impact of teaching emergent bilingual leaners through robotics project-based learning aligned to state standards. Two hundred ten middle school students attending a public charter school in the Rio Grande Valley in Texas participated in the study. Twenty percent of the students were emergent bilingual learners. Qualitative observation notes recorded students’ learning process as they completed an adapted Khan Academy robotics project. The students also completed pre- and post-assessments that quantitatively measured academic and linguistic gains. Emergent bilingual learners grew 20.1% points in academic content and 28.6% points in language development (p …

The Nature And Function Of Professional Support Networks For Teachers Of English Language Learners, Betsy Lynn Ferguson

Theses and Dissertations

The English learner (EL) population in the United States continues to grow. To improve their pedagogy in working with this population, many educators have received training in English as a Second Language (ESL), but the gap between ELs and their native English speaking peers persists. When teachers engage as members of professional support networks, they are more likely to successfully implement the strategies learned in their ESL professional development (Echevarria, Richards-Tutor, Chinn, & Ratleff, 2011). This study considered the nature and function of the professional support network of a district's ESL-endorsed teachers. Using network theory methods, 257 teachers and other …

Effects Of Explicit Reading Comprehension Strategy Instruction For English Learners With Specific Learning Disabilities, Sara Lynn Jozwik

Theses and Dissertations

In this intervention study, I engaged principles of culturally responsive research to examine the effectiveness of explicit reading comprehension strategy instruction for English Learners (ELs) with specific learning disabilities (SLD). This study replicated and extended previous research (Jitendra, Hoppes, & Xin, 2000) by modifying instruction found to be effective for native English speakers (i.e., explicit reading comprehension strategy instruction with a self-monitoring procedure). Modifications included: (a) integrating culturally relevant text, (b) providing native language support, and (c) melding strategies from the fields of teaching English as a second language and special education. Through a co-teaching model, I provided instruction to …

Academically Resilient English Language Learners: A Focus Group Study Exploring Risk Factors And Protective Factors, Michelle Abrams-Terry

Theses and Dissertations

In this study, the researcher explored high school English language learners’ perceptions of risk factors and protective factors present in their academic and social lives. The researcher also explored how these students negotiated risk factors and used protective factors to be academically resilient. Therefore, the study was designed to examine academic resilience from the students’ perspectives, allowing them to share their story about their success in high school. The following research questions guided this study: (1) What risk factors are present in high school English language learners’ academic and social lives? and (2) Which protective factors do high school English …

The Design And Implementation Of An Intensive English-As-A-Second-Language Program, Georgina Arguello

Theses and Dissertations

This study was conducted to examine the design and implementation of an intensive English-as-a-Second-Language (ESL) program to help students with limited English proficiency improve their English skills and obtain a passing score on the Test of English as a Foreign Language (TOEFL). How the ESL course set high expectations for English-language learners and supported them by linking TOEFL courses with academic content was explored.

The researcher developed and facilitated in her workplace an intensive 6-week ESL program for adult students with an intermediate to intermediate-advanced level of English proficiency and assessed the effectiveness of the program that utilized the immersion …