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Effect of a cognitive intervention o...

Medina-Kinnart, Diana.

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Effect of a cognitive intervention on middle school English learners' English proficiency.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effect of a cognitive intervention on middle school English learners' English proficiency./
作者:	Medina-Kinnart, Diana.
面頁冊數:	95 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3573282
ISBN:	9781303431913

Effect of a cognitive intervention on middle school English learners' English proficiency.
Medina-Kinnart, Diana.

Effect of a cognitive intervention on middle school English learners' English proficiency. - 95 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ed.D.)--California State University, Fullerton, 2013.

This item must not be sold to any third party vendors.

This quantitative study examined the role that metacognition and self-efficacy, through goal-setting practices, play in increasing English proficiency of middle school English learners.

ISBN: 9781303431913Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Effect of a cognitive intervention on middle school English learners' English proficiency.
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245 1 0 $a Effect of a cognitive intervention on middle school English learners' English proficiency.
300 $a 95 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Lee Brown.
502 $a Thesis (Ed.D.)--California State University, Fullerton, 2013.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This quantitative study examined the role that metacognition and self-efficacy, through goal-setting practices, play in increasing English proficiency of middle school English learners.
520 $a The problem addressed was middle school English learners' lack of awareness of the need to be English proficient before entering high school if they want to be qualified for the A-G college-bound coursework.
520 $a A 20-question online survey was used. Students at both schools were given a preintervention survey. This was followed by an intervention at one school, which concluded with a postintervention survey at both schools. Analysis of data gathered from surveys, along with standardized assessment, culminated the study.
520 $a A McNemar test was completed to compare each variable between the pre-survey and the post-survey to test the statistical hypotheses of this study. Additionally, percentage comparisons were performed to examine relationships between pre- and post-survey responses with both Likert-scale and time options.
520 $a Findings of this study indicate that, for the experimental group, there were substantial percentage increases between pre- and post-surveys, statistically significant findings in more than one area, and a larger percentage increase in English proficiency.
520 $a Findings indicate that, for the control group middle school English learner students who did not participate in the cognitive learning intervention, there was little or no difference between the pre- and post-survey results. These findings demonstrate the critical need for metacognive and self-efficacious experiences for Latino middle school English learner students.
520 $a The overall positive trends and the statistically significant findings for the experimental group can have a direct implication for strategies used in the education of middle school English learner students. In an age-appropriate manner, cognitive learning interventions, to include increased awareness and goal setting, can be implemented for all Latino middle school English learners.
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