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Literature Circles: Their Effectiven...

Kupfer, Courtney Dreibelbis.

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Literature Circles: Their Effectiveness in Developing Literacy Skills in a Foreign Language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Literature Circles: Their Effectiveness in Developing Literacy Skills in a Foreign Language./
Author:	Kupfer, Courtney Dreibelbis.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	278 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10827347
ISBN:	9780438075320

Literature Circles: Their Effectiveness in Developing Literacy Skills in a Foreign Language.
Kupfer, Courtney Dreibelbis.

Literature Circles: Their Effectiveness in Developing Literacy Skills in a Foreign Language. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 278 p.

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2018.

The purpose of this quantitative, quasi-experimental study was to investigate the extent to which participation in literature circles affects student proficiency in French and student self-reported foreign language anxiety, among public high school students in the Southern United States. Independent reading, facilitation, collaborative learning, reader response, scaffolding, zone of proximal development, sociocultural theory, and second language acquisition served as the theoretical framework for the study. Three research questions asked whether there were any significant changes from pre- to post-test scores in speaking, writing, reading, and listening, classroom anxiety, and foreign language reading anxiety attributable to participation in literature circles. Of the 52 study participants enrolled in French II, where they received regular instruction, 26 formed the treatment group that participated in additional literature circles once a week for 18 weeks. Mann Whitney U test results indicated that participation in literature circles had a significant effect on writing scores, U = 112.50, p < .001, but not on speaking, listening, and reading scores. Repeated-measures ANOVA showed that participation in literature circles did not significantly affect the anxiety measures. The results justify further research on the effectiveness of participation in literature circles in terms of facilitating foreign language learning.

ISBN: 9780438075320Subjects--Topical Terms:

3172512
Foreign language education.

Literature Circles: Their Effectiveness in Developing Literacy Skills in a Foreign Language.
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300 $a 278 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Michael Cosimano.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2018.
520 $a The purpose of this quantitative, quasi-experimental study was to investigate the extent to which participation in literature circles affects student proficiency in French and student self-reported foreign language anxiety, among public high school students in the Southern United States. Independent reading, facilitation, collaborative learning, reader response, scaffolding, zone of proximal development, sociocultural theory, and second language acquisition served as the theoretical framework for the study. Three research questions asked whether there were any significant changes from pre- to post-test scores in speaking, writing, reading, and listening, classroom anxiety, and foreign language reading anxiety attributable to participation in literature circles. Of the 52 study participants enrolled in French II, where they received regular instruction, 26 formed the treatment group that participated in additional literature circles once a week for 18 weeks. Mann Whitney U test results indicated that participation in literature circles had a significant effect on writing scores, U = 112.50, p < .001, but not on speaking, listening, and reading scores. Repeated-measures ANOVA showed that participation in literature circles did not significantly affect the anxiety measures. The results justify further research on the effectiveness of participation in literature circles in terms of facilitating foreign language learning.
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