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Can Esl Teachers Teach Reading Metacognitive Strategies?, Adil Bentahar
Can Esl Teachers Teach Reading Metacognitive Strategies?, Adil Bentahar
Boise State University Theses and Dissertations
Metacognitive knowledge has been linked to use of metacognitive strategies and effectiveness in reading (e.g., Flavell, 1979). In the present research, I evaluated whether teaching three metacognitive strategies (planning, monitoring, and evaluating) would (a) improve English as a Second Language (ESL) students’ metacognitive knowledge, which in turn would (b) improve their comprehension. Eight non-English speaking students completed the Metacognitive Awareness of Reading Strategy Inventory (MARSI) (Mokhtari & Reichard, 2002) and a reading test at the beginning of a reading-writing course and again at the end of the course. The results revealed an increase from pretest to posttest in all three …
Teaching English Language Learners From China, Abigail Pavlik
Teaching English Language Learners From China, Abigail Pavlik
Honors Theses and Capstones
This research paper attempts to provide American teachers with important background information for teaching English language learners from China. The research is presented primarily for ESL teachers, but much of it would also be useful for any teacher or professor working with students of this description. The paper proceeds by exploring similarities and differences between 1. Chinese and English, 2. Chinese and American culture, and 3. Chinese and American education or "classroom culture," considering all along the way the implications for teaching and working with these students.
English As A Second Language (Esl) Students' Perception Of Effective Instructors In The Leap Program At Marshall University, Tam Thi Thanh Vo
English As A Second Language (Esl) Students' Perception Of Effective Instructors In The Leap Program At Marshall University, Tam Thi Thanh Vo
Theses, Dissertations and Capstones
This study explored the perception of English as Second Language (ESL) learners toward characteristics of effective ESL instructors. Specifically, this study examined the perception of thirty ESL learners in the Learning English for Academic Purposes (LEAP) Program at Marshall University and ten ESL graduate students studying Teaching English as a Foreign Language (TEFL) Program in Adult and Technical Education (ATE) Department at Marshall University concerning what they perceive to be good qualities and characteristics of ESL instructors. A quantitative research methodology was utilized. In 2010, during the second week of March, the survey was administered to both LEAP students and …
A Case Study Of Four High School Esl Students' Oral Reading Fluency And Affect, Katie Devaney
A Case Study Of Four High School Esl Students' Oral Reading Fluency And Affect, Katie Devaney
All Graduate Theses, Dissertations, and Other Capstone Projects
This study examines the affective elements present when students learning English as a Second Language (ESL) are reading aloud. Special attention is paid to anxiety, motivation, and attitudes. Participants of this study included four ESL students who received English language support one to two hours per day, were literate in their L1, and were intermediate to advanced language learners in a midwestern suburban town. To identify affective elements related to oral reading fluency, participants were interviewed and observed in their ESL classroom. Each also participated in a think-aloud session in which he or she was asked questions when stumbling or …