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The working relationship of international teaching assistants and undergraduate students
Title
The working relationship of international teaching assistants and undergraduate students.
Creator
Farina, Marcella, Stebbins, Consuelo, Arts and Sciences
Abstract / Description
The present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total...
Show moreThe present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total of 40 items regarding personal and academic background, cultural exposure to and views about non-native speakers of English, and ITA-classroom effectiveness and problem-solving strategies. On the basis of data from the Fall 1998 semester, approximately 15% of the total number of ITA-taught course sections per college were surveyed. The subjects responded anonymously using computerized answer sheets. Upon completion of the data collection phase, all surveys were analyzed for response frequencies. In addition, background and demographic information regarding the participants and information regarding undergraduate exposure to IT As and IT A instruction were also summarized. The Likert-type items were combined to reveal an overall ATITA (Attitude toward International Teaching Assistants) score. The results of the ATITA portion of the study indicate that undergraduate student views toward IT As and IT A instruction are between neutral and mildly positive. Furthermore, survey responses indicated that undergraduates resolve conflicts involving IT As through personal means. The closing recommendations suggest maintaining open lines of communication between undergraduates, ITAs, and administrators alike.
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Date Issued
1999
Identifier
CFR0003046, ucf:52915
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFR0003046
EFFECTS OF COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) INSTRUCTION ON THE ACQUISITION OF PASSIVE GRAMMATICAL FORMS BY POST-SECONDARY ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS
Title
EFFECTS OF COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) INSTRUCTION ON THE ACQUISITION OF PASSIVE GRAMMATICAL FORMS BY POST-SECONDARY ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS.
Creator
Chien, Ya-Chi, Nutta, Joyce, University of Central Florida
Abstract / Description
The purpose of this study is to compare Computer-Assisted Language Learning (CALL) grammar instruction with traditional classroom teacher-directed grammar instruction for post-secondary English as a Second Language (ESL) students enrolled in an Intensive English Program (IEP). Students' achievement was measured by their performance on the three measures (multiple-choice, cloze/fill-in-the-blank, and open-ended tests) of passive grammatical forms. This study gathered quantitative data on...
Show moreThe purpose of this study is to compare Computer-Assisted Language Learning (CALL) grammar instruction with traditional classroom teacher-directed grammar instruction for post-secondary English as a Second Language (ESL) students enrolled in an Intensive English Program (IEP). Students' achievement was measured by their performance on the three measures (multiple-choice, cloze/fill-in-the-blank, and open-ended tests) of passive grammatical forms. This study gathered quantitative data on students' performance on the three measures for both teacher-directed and CALL instruction groups as well as qualitative data with respect to CALL participants' perception of the Azar Interactive online grammar instruction program. Results of the mixed design repeated measures factorial MANOVA (multivariate analysis of variance) showed that there was no statistically significant difference in acquisition of the passive grammatical forms for ESL students taught in a conventional classroom setting as compared to those taught solely by CALL. However, there was a statistically significant increase in scores on the open-ended tests for Level 4, the most advanced students at the IEP from pretest to delayed test as well as from posttest to delayed test. Students' level of proficiency affected the amount of increase in their scores over time regardless of the method of instruction. This study has offered a research-based indication that CALL instruction was as effective as traditional classroom teacher-directed instruction for teaching grammar to students of different levels of English proficiency. Recommendations for future research have also been discussed.
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Date Issued
2011
Identifier
CFE0003970, ucf:48657
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003970