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WHAT IS THE EFFICACY OF PEER PRESENTATION FOR ENGLISH LANGUAGE LEARNERS?

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Date Issued:
2014
Abstract/Description:
This study investigates whether the learning strategy of Peer Presentations may positively influence an English Language Learner's (ELL's) relationship with peers, and personal perspectives with pertinence to the sciences, public discourse, and their institution. Data collection in-struments included a developed pre- and post-sociometric survey to quantitate each classroom's social status, and a pre- and post-qualitative oral interview to acquire individual perceptions concerning enjoyment and contentment of academic topics. Three ELLs from two learning environments participated with the eight day intervention, comprising of 45 minute instructive sessions to become proficient with demonstrating an arrangement of invigorating yet harmless scientific experiments. After the Peer Presentation, analysis of pre- and post-sociometric results demonstrated an overall increase of more intimate friendships. Examination of the ELLs' oral interview responses indicated growth of enjoyment regarding their institution and public discourse. Overall recommendations and suggestions of utilizing Peer Presentations are discussed for those involved with educating students.
Title: WHAT IS THE EFFICACY OF PEER PRESENTATION FOR ENGLISH LANGUAGE LEARNERS?.
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Name(s): Roy, Courtney, Author
Ezell, Dan, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2014
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study investigates whether the learning strategy of Peer Presentations may positively influence an English Language Learner's (ELL's) relationship with peers, and personal perspectives with pertinence to the sciences, public discourse, and their institution. Data collection in-struments included a developed pre- and post-sociometric survey to quantitate each classroom's social status, and a pre- and post-qualitative oral interview to acquire individual perceptions concerning enjoyment and contentment of academic topics. Three ELLs from two learning environments participated with the eight day intervention, comprising of 45 minute instructive sessions to become proficient with demonstrating an arrangement of invigorating yet harmless scientific experiments. After the Peer Presentation, analysis of pre- and post-sociometric results demonstrated an overall increase of more intimate friendships. Examination of the ELLs' oral interview responses indicated growth of enjoyment regarding their institution and public discourse. Overall recommendations and suggestions of utilizing Peer Presentations are discussed for those involved with educating students.
Identifier: CFH0004665 (IID), ucf:45266 (fedora)
Note(s): 2014-08-01
B.S.
Education, Dept. of Child, Family and Community Sciences
Bachelors
This record was generated from author submitted information.
Subject(s): english language learner
ELL
ESOL
peer presentation
relationship
friendship
social status
perception
science
experiments
cooperative learning
experiential learning
student-centered
sociometric
survey
sociogram
public speaking
interviews
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH0004665
Restrictions on Access: public
Host Institution: UCF

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