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Linguistic Achievement of English La...

Lawrence, Johnny R., Jr.

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Linguistic Achievement of English Language Learners through Strategic Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Linguistic Achievement of English Language Learners through Strategic Instruction./
Author:	Lawrence, Johnny R., Jr.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	230 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
Contained By:	Dissertations Abstracts International81-07A.
Subject:	Secondary education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27735250
ISBN:	9781392740460

Linguistic Achievement of English Language Learners through Strategic Instruction.
Lawrence, Johnny R., Jr.

Linguistic Achievement of English Language Learners through Strategic Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 230 p.

Source: Dissertations Abstracts International, Volume: 81-07, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2020.

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

The purpose of this quantitative causal-comparative study is to explore if or to what extent instructions involving a student response system, peer instruction, and a combination of these factors affect the language proficiency of low-performing 9th-grade ELL students within the southeastern region of the United States. Three research questions were used to examine the following: (a) The effect of SRS on linguistic performance, (b) the effect of PI on linguistic performance as theoretically based upon Vygotsky's sociocultural theory, and (c) the interaction between SRS usage and PI as theoretically based on Distribution Cognition Theory. A two-way ANOVA and interaction contrast analysis were performed to analyze data associated with a convenience sample of 227 low-performing 9th-grade ELL students. Survey responses of educators were hierarchically analyzed to determine their form of instruction. The WIDA-ACCESS, changes in pre- and post-test scores, was analyzed to assess the linguistic progress of ELL students. The two-way ANOVA results showed no significance in SRS exposure, F (1, 223) = .552, p = .458, partial η2 = .002, significance in PI exposure, F (1, 223) = 70.638, p = .000, partial η2 = .241, and significant interaction between SRS and PI exposure, F (1, 223) = 15.802, p = .000, partial η2 = .066. Confirmation of the significance in interaction results was obtained by results from the interaction contrast analysis showing a difference between the difference of .210, 99% CI [.073 to .347], p = .000.

ISBN: 9781392740460Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

Distribution cognition theory

Linguistic Achievement of English Language Learners through Strategic Instruction.
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260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 230 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
500 $a Advisor: Zientek, Kathy.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this quantitative causal-comparative study is to explore if or to what extent instructions involving a student response system, peer instruction, and a combination of these factors affect the language proficiency of low-performing 9th-grade ELL students within the southeastern region of the United States. Three research questions were used to examine the following: (a) The effect of SRS on linguistic performance, (b) the effect of PI on linguistic performance as theoretically based upon Vygotsky's sociocultural theory, and (c) the interaction between SRS usage and PI as theoretically based on Distribution Cognition Theory. A two-way ANOVA and interaction contrast analysis were performed to analyze data associated with a convenience sample of 227 low-performing 9th-grade ELL students. Survey responses of educators were hierarchically analyzed to determine their form of instruction. The WIDA-ACCESS, changes in pre- and post-test scores, was analyzed to assess the linguistic progress of ELL students. The two-way ANOVA results showed no significance in SRS exposure, F (1, 223) = .552, p = .458, partial η2 = .002, significance in PI exposure, F (1, 223) = 70.638, p = .000, partial η2 = .241, and significant interaction between SRS and PI exposure, F (1, 223) = 15.802, p = .000, partial η2 = .066. Confirmation of the significance in interaction results was obtained by results from the interaction contrast analysis showing a difference between the difference of .210, 99% CI [.073 to .347], p = .000.
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650 4 $a English as a second language--ESL. $3 3423990
650 4 $a Linguistics. $3 524476
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653 $a English language learners
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653 $a Peer instruction
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