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Title: AN INVESTIGATION OF LINGUISTIC, COGNITIVE, AND AFFECTIVE FACTORS THAT IMPACT ENGLISH LANGUAGE LEARNERS' PERFORMANCE ON A STATE STANDARDIZED READING ACHIEVEMENT TEST.
Creator: Strebel Halpern, Carine, Nutta, Joyce, University of Central Florida
Abstract / Description: The explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading comprehension strategies on reading achievement for all students has not been investigated with English language learners (ELLs) who, by definition,...
Show moreThe explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading comprehension strategies on reading achievement for all students has not been investigated with English language learners (ELLs) who, by definition, do not possess the same level of English language skills as their native-English speaking peers. This mixed-method study investigated linguistic, cognitive, as well as affective factors that impact adolescent ELLs' performance on a standardized state reading achievement test. The quantitative portion examined the relative contributions of second language proficiency and reading comprehension strategies to a prediction model of reading achievement in 110 ninth and tenth grade ELLs. The qualitative portion of the study involved individual interviews and was aimed at deepening the understanding of ELLs' use of strategies during the standardized reading test, while also investigating affective factors that may impact their performance on this measure of academic achievement. Quantitative findings include two statistically significant prediction models of reading achievement with reading comprehension strategies and English language proficiency as predictor variables. However, only language proficiency made a significant unique contribution to the prediction variable. Qualitative findings suggest that the participants had relatively little metacognitive awareness of their comprehension during the standardized test, had overestimated their use of reading strategies as reported on a 30-item strategy survey instrument, had concentrated on sentence-level comprehension due to unknown vocabulary, and may have been hindered by testing anxiety in being able to wholly concentrate on the task. Recommendations made for the instruction of comprehension strategies consist of the raising of metacognitive awareness through the explicit modeling of the thought processes involved in reading comprehension, including determining the meaning of unknown words.
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Date Issued: 2009
Identifier: CFE0002931, ucf:47989
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002931

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

Title: Post-Secondary Faculty Treatment of Non-native English-speaking Student Writing Errors in Academic Subject Courses.
Creator: Monroe, Laura, Nutta, Joyce, Jahani, Shiva, Mihai, Florin, Bowdon, Melody, University of Central Florida
Abstract / Description: As more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect...
Show moreAs more non-native English-speaking students enroll in English-medium universities, even more faculty will instruct students who are unprepared for the rigors of post-secondary academic writing in English. Many faculty members lack training and knowledge regarding the assessment of non-native English-speaking students' writing, as well as the ability to provide effective feedback. This quantitative study investigated the possible attitudinal factors, including demographics, which might affect faculty preparedness and grading practices for both native and non-native English-speaking students' academic writing and plagiarism, as well as the reasons faculty do not deduct points from both populations' writing errors. Structural equation modeling and SPSS Statistics were employed to analyze the results of a faculty questionnaire disseminated to individuals who had taught non-native English-speaking students in academic subject courses. The findings from this study illustrated that faculty's native language, years, taught, and institution type were significant factors in not deducting points for academic writing errors and plagiarism, and the major reasons for not deducting points for errors were that faculty had too many students to grade, not enough training in assessing student written errors and plagiarism, and that the errors and plagiarism would have taken too long to explain. The practical implications gleaned from these results can be applied to most departments in English-medium post-secondary institutions regarding faculty preparedness and training in student academic writing errors and plagiarism, and recommendations for future research are given for similar types of preparation and guidance for post-secondary faculty, regardless of degree path or academic subject.
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Date Issued: 2018
Identifier: CFE0007057, ucf:51972
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007057

Title: A hermeneutic study of secondary English Language Arts teacher candidates' writing instruction experiences in ESOL methods courses.
Creator: Bello, Paula, Olan, Elsie, Nutta, Joyce, Hopp, Carolyn, Mihai, Florin, University of Central Florida
Abstract / Description: The purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending English for Speakers of Other Languages (ESOL) methods courses. The study included a purposeful convenience sample of 15 (fifteen) secondary ELA teacher candidates' (TC) attending 4 (four) different sections in 2 (two) ESOL methods courses. TCs were invited to participate in inquiry driven activities...
Show moreThe purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending English for Speakers of Other Languages (ESOL) methods courses. The study included a purposeful convenience sample of 15 (fifteen) secondary ELA teacher candidates' (TC) attending 4 (four) different sections in 2 (two) ESOL methods courses. TCs were invited to participate in inquiry driven activities including written reflections in response to a literacy questionnaire, oral interviews responding to open-ended questions and focus/work groups' discussions, which allowed them to reflect about their past and present literacy and learning experiences and become reflexive about the application of knowledge and practices in their future classrooms. The phenomenological hermeneutic qualitative design granted the researcher insight into participants' literacy and learning experiences as lived in relationship with their contexts, in a specific place and time.Colaizzi's (1978) seven-stages data analysis procedure, enabled the analysis and thorough description of TCs' experiences with writing instruction along their schooling and teacher education career. The following thematic categorization of participants' experiences was outlined: a)- TCs' experiences with instruction received and knowledge developed in teacher education programs, b)- TCs' recognition of good and bad practices in educational settings, including planning accommodations in general education classrooms, c)- TCs' experiences with ELs in authentic settings, d)- TCs' awareness process of ELs in schools, and e)- TCs' experiences with and about writing instruction to teach ELs.Further in depth data analysis guided the researcher into the interpretation of the fundamental structure of the phenomenon of teacher education experiences with writing instruction. TCs' experiences, drawn from different learning settings (including methods and content courses and field practicum), were articulated thanks to their participation in inquiry based learning activities. This breath of experiences specifically informed TCs' writing instruction experiences while attending ESOL methods courses. TCs' reflective and reflexive stances position them at the center of the educational phenomenon, in which TCs develop from facilitators of classroom communication to facilitators of learning processes and intercultural mediators.The phenomenon of TCs' lived experiences with writing instruction while attending ESOL methods courses, and by extension, content area courses and field practicum, needs to be analyzed, described and interpreted in order to develop practices conducive to inform the curricular development of teacher education programs and courses, to better prepare TCs to teach every learner develop knowledge and literacy, paying special attention to ELs'proficiency in English as a second language (ESL).?
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Date Issued: 2016
Identifier: CFE0006681, ucf:51904
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006681

Title: Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity.
Creator: Raubaugh, Lauren, Purmensky, Kerry, Grissom, Donita, Nutta, Joyce, Johnson, Jerry, University of Central Florida
Abstract / Description: This critical policy analysis and collective case study, informed by ethnographic techniques, involved reviews of twelve Florida school district ESOL policies (included within the 2016-2019 District English Language Learner Plans, required of all Florida districts to complete) whose English learner (EL) populations met or exceeded ten percent (10%) of their total enrollment. A priori coding of these policy documents was conducted using nine criteria pulled from the literature on culturally...
Show moreThis critical policy analysis and collective case study, informed by ethnographic techniques, involved reviews of twelve Florida school district ESOL policies (included within the 2016-2019 District English Language Learner Plans, required of all Florida districts to complete) whose English learner (EL) populations met or exceeded ten percent (10%) of their total enrollment. A priori coding of these policy documents was conducted using nine criteria pulled from the literature on culturally responsive practice (CRP), which served as the theoretical framework for the study. Subsequent observations and practitioner interviews within two schools from the same district were conducted in order to ascertain how practice seemed to align with policy, how these practices differed from site to site despite their location within the same district, and ultimately to assess the efficacy of observed pedagogical and administrative practices within the theoretical framework of CRP. Results were mixed and indicated a lack of consistency across the board in terms of policy, implementation, and culturally responsive practice.
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Date Issued: 2019
Identifier: CFE0007711, ucf:52443
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007711

Title: An Investigation of the Appropriateness of the English Language Learner Accountability Mark Established by the Every Student Succeeds Act of 2015.
Creator: Rivera, Francisco, Johnson, Jerry, Nutta, Joyce, Doherty, Walter, Pace, Debra, University of Central Florida
Abstract / Description: This quantitative study sought to disclose and describe differences in academic performance between English language learners (ELLs) and non-English language learners (non-ELLs) in grades sixth, seventh, and eighth during the two-year period of 2016 (-) 2018. A two-year period was utilized because of the two-year ELL accountability mark established by the Every Student Succeeds Act (ESSA) of 2015. The study used i-Ready diagnostic data, in both mathematics and reading, as the performance...
Show moreThis quantitative study sought to disclose and describe differences in academic performance between English language learners (ELLs) and non-English language learners (non-ELLs) in grades sixth, seventh, and eighth during the two-year period of 2016 (-) 2018. A two-year period was utilized because of the two-year ELL accountability mark established by the Every Student Succeeds Act (ESSA) of 2015. The study used i-Ready diagnostic data, in both mathematics and reading, as the performance measures, and used ACCESS for ELLs (WIDA) tier scores (i.e., WIDA Tier A, WIDA Tier B, and WIDA Tier C) to identify the level of English language acquisition of the ELL students for use in making comparisons among ELL students with varying levels of English proficiency.The results indicated that WIDA Tier C (i.e., ELL students with the highest English language proficiency) students outperformed the ELL students in the other WIDA tiers (i.e., WIDA Tier A and WIDA Tier B), in both mathematics and reading. Moreover, while WIDA Tier A students had lower mean scale scores, they made the largest gains from administration to administration in both subjects. Additionally, the results obtained from a two-way ANOVA indicated that ELL students are making greater gains than non-ELL students over the two-year period, in mathematics and reading. The extant literature on second language acquisition asserts that it takes an ELL student longer than two years and up to seven years to acquire academic language proficiency (Collier, 1995; MacSwan (&) Pray, 2005; Hakuta, 2011; Kieffer (&) Park, 2016). The ANOVA results also indicated that high-SES ELL students showed a higher mean gain score, in both mathematics and reading, than low-SES ELL students. Non-ESE ELL students showed a larger mean gain score than ESE ELL students in both subjects as well. Furthermore, the results of the ancillary analysis (i.e., a hypothetical additional year) indicated that non-ELL students outperformed ELL students in both mathematics and reading suggesting that it is unlikely that one additional year would make a difference.The results of the study will aid the academic decision-making of the school district studied when determining the appropriate level of supports for ELL students in the different WIDA tiers or in the different stages of language acquisition. In addition, the results of the effects of socioeconomic status (SES) and of exceptional student education (ESE) in ELL students, should support the school district when planning interventions to help mitigate these factors. Lastly, the study provides further evidence that two years is not enough time for an ELL student to acquire academic language proficiency; and expecting this subgroup of the public-school population to do so, negatively affects the academic results of the students, schools, and school districts they attend.
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Date Issued: 2019
Identifier: CFE0007715, ucf:52413
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007715

Title: An Investigation of the Representation of Middle School English Language Learners (ELLs) in Special Education Programs in a Large Urban School District.
Creator: Lerma, Leah, Stewart, Martha, Biraimah, Karen, Nutta, Joyce, Purmensky, Kerry, University of Central Florida
Abstract / Description: The disproportionate representation of ethnically and racially diverse students in special education has been an enduring problem in education for the past four decades. However, most of the research on disproportionality has focused on the ethnic/racial variable; the body of research focusing on the linguistic variable is still slim in comparison. As linguistic diversity in the United States continues to rise, teachers will continue to be challenged to meet the needs of the English Language...
Show moreThe disproportionate representation of ethnically and racially diverse students in special education has been an enduring problem in education for the past four decades. However, most of the research on disproportionality has focused on the ethnic/racial variable; the body of research focusing on the linguistic variable is still slim in comparison. As linguistic diversity in the United States continues to rise, teachers will continue to be challenged to meet the needs of the English Language Learners in their classrooms. However, many teachers feel unprepared to deal with this diversity and have difficulty discriminating whether a student's poor performance is due to linguistic or cognitive factors. Consequently, many English Language Learners are misidentified and misplaced in special education programs. The purpose of this study was to analyze the representation of English Language Learners in special education high incidence disability categories in a large, urban school district in Florida. Cross-tabulations and chi-square statistics were used to analyze the distribution of special education students by ethnicity/race, home language, ESOL status, and English proficiency level; risk ratio and relative risk ratio statistics were used to determine whether the district's English Language Learners showed under, equal, or over-representation in special education high incidence disability categories. The results indicated that English Language Learners were at the greatest risk for being identified as Specific Learning Disabled when compared to the other disability categories, and English Language Learners with intermediate English proficiency levels were at a higher risk for being identified and placed in special education high incidence disability categories when compared to beginning and advanced level English Language Learners.
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Date Issued: 2011
Identifier: CFE0004127, ucf:49121
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004127

Title: A Comparison of the Academic Achievement of English Learners and Non-English Learners in Digital and Non-Digital Learning Environments.
Creator: Vela, Enrique, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Nutta, Joyce, University of Central Florida
Abstract / Description: The purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from...
Show moreThe purpose of this study was to identify the extent to which learning in a digital school environment impacts the reading and mathematics achievement of English learners (ELs) in elementary and secondary school settings. In addition, this study intended to determine the extent, if any, that learning in a digital school environment narrows the achievement gap in reading and mathematics between ELs and their non-EL counterparts in elementary and secondary schools. Based on data collected from the first year of a 1:1 digital pilot implementation in a large urban school district in Florida, the results of this study identified grade levels and school levels where the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 Reading and Mathematics Developmental Scale Scores (DSS) of ELs in digital school settings were significantly higher than in non-digital school settings. In addition, the study yielded some statistically significant differences in the learning gains in DSS of the 2014 FCAT 2.0 Reading and Mathematics of ELs and non-ELs in digital school settings. These findings may be used to inform the planning of technology integration, academic interventions, and teacher preparation that focuses on the academic improvement of ELs.
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Date Issued: 2016
Identifier: CFE0006410, ucf:51455
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006410

Title: An Analysis of School-District Level Policy and Guidelines Related to English Language Learners' Enrollment and Achievement in Advanced Courses.
Creator: Ceballos, Marjorie, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Nutta, Joyce, University of Central Florida
Abstract / Description: The purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school....
Show moreThe purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school. Existing research on ELs provides information on this group's academic achievement on national and state standardized measurements of achievement (Walqui (&) Pease-Alvarez, 2012) such as the National Assessment of Educational Progress, the Florida Comprehensive Assessment Test, and other state standardized assessments in the United States. However, there is an absence of research concerning this group's achievement in advanced courses at the middle school and high school levels. Moreover, there is also an absence of research on this group's achievement on college-level examinations (e.g., Advanced Placement and International Baccalaureate). This study contributed to the body of knowledge on the impact of educational policy, guidelines, and recommended practices on student acceleration, specifically the acceleration of ELs through their enrollment and achievement in advanced coursework at the middle school and high school level in the United States. The analysis of this group's enrollment and achievement consisted of (1) an examination of the group's enrollment from 2009-2014 in advanced coursework in grades 6-12, (2) an analysis of this group's achievement in advanced coursework from 2009-2014 in grades 6-12, and (3) an examination of school district policy via school district policy and guideline documents and school-based curriculum guides. Initial findings from the analysis completed point to an uneven EL course enrollment in advanced coursework in mathematics, English, science, and social studies across the 57 schools included within the study from 2009-2014. At the high school level, EL course enrollment in advanced coursework is small; the high school with the highest proportion of EL course enrollment had 9.7 percent EL course enrollment. Overall, EL course enrollment comprised 4.5 percent of advanced course enrollment in 19 high schools. At the middle school level, however, EL advanced course enrollment was proportionately larger; the middle school with the highest proportion of EL course enrollment had 25.3 percent EL advanced course enrollment. Overall, EL course enrollment comprised 7.0 percent of advanced coursework course enrollment in 38 middle schools. In terms of Advanced Placement (AP) and International Baccalaureate (IB) EL course enrollment, AP EL course enrollment was 3.0 percent from 2011-2014 and IB EL course enrollment was 0.2 percent from 2012-2014.EL achievement in advanced coursework as measured by final letter grade in advanced courses was high; EL high school achievement by final letter grade achievement of A, B, or C was 85 percent and EL middle school achievement by final letter grade of A, B, or C was 91 percent in advanced courses. In Advanced Placement exam scores, EL score of 3 or higher was 54 percent, while non-EL score of 3 or higher was 47 percent. In IB, EL score of 4 or higher was 71 percent, while non-EL score of 4 or higher was 81 percent. Analysis of school district policy and guideline documents and school curriculum guides emphasized the central role of the school district in ensuring that schools followed national and state laws applicable to ELs in the United States. The school district policy and guideline documents analyzed guaranteed ELs' equal access to academic programs within the school district but only made one specific reference to enrollment of ELs in advanced coursework in the form of Advanced Placement. School curriculum guides analyzed demonstrated elements of access to advanced coursework for ELs. The curriculum guides analyzed contained varying degrees of identified access elements, demonstrating schools' autonomy in determining the academic trajectories of their students within the parameters of applicable national and state laws.
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Date Issued: 2016
Identifier: CFE0006279, ucf:51598
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006279

Title: Using a Mixed-Reality Classroom Environment Including English Learners: The Perceptions of Teacher Candidates.
Creator: Ashtari, Nooshan, Nutta, Joyce, Hutchinson, Cynthia, Mihai, Florin, Jahani, Shiva, University of Central Florida
Abstract / Description: Technological modernization has impacted various fields such as the field of education, teaching, and learning. The traditional classroom and teaching methodologies no longer meet the needs of the new tech-savvy generation. Thus, recently there have been changes in teacher preparation programs in order to prepare teacher candidates to have the skills to respond to such high technological demands. Additionally, the demographics of students attending schools in countries with exceptionally high...
Show moreTechnological modernization has impacted various fields such as the field of education, teaching, and learning. The traditional classroom and teaching methodologies no longer meet the needs of the new tech-savvy generation. Thus, recently there have been changes in teacher preparation programs in order to prepare teacher candidates to have the skills to respond to such high technological demands. Additionally, the demographics of students attending schools in countries with exceptionally high numbers of immigrants such as the United States is another reason to seek novel ways to prepare teachers who have had adequate practice and developed teaching skills needed to reach the English learners (ELs) in their classrooms. Using Multi-User Virtual Environments (MUVEs) has been one solution in order to bridge this gap. EL TLE TeachLivE(TM), which was the focus of this study, is a computer simulated environment that combines real-life participants and digital personas or avatars. The participants of this study were teacher candidates who experienced using EL TLE TeachLivE(TM) to practice the teaching strategies and skills they had been learning about during their teacher preparation program (n=20). This research investigated the perceptions of these teacher candidates about using this mixed-reality classroom environment through observations, questionnaires, focus groups, and individual interviews. A qualitative transcendental phenomenological approach was taken to have a more in-depth understanding of the participants' perceptions about the phenomenon of EL TLE TeachLivE(TM) as a mixed-reality classroom environment in teacher preparation and the meaning they made of their experiences. Through the data analysis three main categories emerged: TCs' general perceptions about the avatars and EL TLE TeachLivE(TM) as a mixed-reality classroom environment, TCs' perceptions of the current use of the EL TLE TeachLivE(TM) in their teacher preparation program, and TCs' perceptions about the future use of EL TLE TeachLivE(TM). The Teacher Candidates' General Perceptions of EL TLE TeachLivE(TM) consisted of the following sub-themes: (a) Video game dissimilarities, (b) Avatar believability and real-life features, (c) Personification of the EL cases, (d) Fear of the unknown, (e) Avatar movement restrictions, and (f) Suspension of disbelief. The Teacher Candidates' Perceptions about the Current Use of EL TLE TeachLivE(TM) included: (a) Importance of prerequisites, (b) Advantages over role-playing, (c) Teaching in front of peers, (d) Group teaching and random selection, (e) Importance of feedback, and (f) Teaching strategies and aha moments.Finally, the Teacher Candidates' Perceptions about the Future Use of EL TLE TeachLivE(TM) incorporated: (a) Changes in the implementation, (b) Elementary vs secondary classrooms, and (c) Gradual practice.
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Date Issued: 2016
Identifier: CFE0006255, ucf:51048
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006255

Title: Passive voice usage in undergraduate STEM textbooks.
Creator: Luo, Huiyuan, Mihai, Florin, Nutta, Joyce, Folse, Keith, Bai, Haiyan, University of Central Florida
Abstract / Description: The present study, a corpus-based quantitative analysis, investigated the use of passive voice in terms of percentage (percentage of total passive usage), constructions (the most commonly used passive forms), and dispersion (the verbs that tended to be associated with passive usage) in college STEM textbooks, more specifically in Science, Technology, Engineering, and Mathematics. The corpus consisted of twenty textbooks with over 1 million running words selected from the textbooks' chapters....
Show moreThe present study, a corpus-based quantitative analysis, investigated the use of passive voice in terms of percentage (percentage of total passive usage), constructions (the most commonly used passive forms), and dispersion (the verbs that tended to be associated with passive usage) in college STEM textbooks, more specifically in Science, Technology, Engineering, and Mathematics. The corpus consisted of twenty textbooks with over 1 million running words selected from the textbooks' chapters. By identifying the main verbs and passive verbs used in the textbooks, the percentage of passive voice usage was calculated. The statistical difference of passive constructions between disciplines was examined by conducting a MANOVA test, and an instrument, the Compleat Lexical Tutor was used to generate a word list of the most commonly-used past participles in passive voice.Results showed that the overall percentage of passive voice usage is over 30%. The MANOVA test revealed a statistically significant difference of passive voice constructions across the four disciplines, i.e. Science, Technology, Engineering, and Mathematics.Implications for teaching suggest that passive voice was an important grammar feature that needs to be taught tor the English as a second/foreign language students who major in the STEM fields. Additionally, the use of passive constructions should be taught differently in reading and writing based on the needs of the four STEM disciplines, due to the significant difference of passive forms usage in these fields.
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Date Issued: 2018
Identifier: CFE0007047, ucf:52020
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007047

Title: Transitioning from a Monolingual to a Dual Language Program: A Case Study of an Elementary School.
Creator: Davies, Alex, Nutta, Joyce, Regalla, Michele, Mihai, Florin, Johnson, Jerry, Biraimah, Karen, University of Central Florida
Abstract / Description: This qualitative study investigated the lived experiences of administrators, teachers, and parents from an elementary school that was in its first year of dual language transition. The majority of past studies conducted on dual language education focused on students' linguistic and academic outcomes (Lindholm-Leary, 2012). Studies investigating dual language schools' planning, policies, and classroom implementation are significantly less, and those that have, were at schools that were already...
Show moreThis qualitative study investigated the lived experiences of administrators, teachers, and parents from an elementary school that was in its first year of dual language transition. The majority of past studies conducted on dual language education focused on students' linguistic and academic outcomes (Lindholm-Leary, 2012). Studies investigating dual language schools' planning, policies, and classroom implementation are significantly less, and those that have, were at schools that were already functioning as dual language with the intent to examine what made the school successful (Alan(&)#237;s (&) Rodr(&)#237;guez, 2008; Freeman, 1996; Hunt, 2011). Through a phenomenological and case study approach, the current study examined the overall effect that transitioning from a monolingual to a dual language school had on the school culture with foci placed on the curricular and policy planning at the macro-level and its implementation at the micro-level. The study collected data from a variety of sources, including classroom observations, documents, photographs, and interviews with the school's principal, dual language teachers, and parents of the dual language program. Qualitative coding cycles concluded the following four themes, listed alphabetically: (a) classroom language use and second language differentiation, (b) dual language support, (c) language policy and curriculum development, and (d) teachers' dispositions on dual language teaching. This study highlighted the importance of inclusive leadership when planning a new dual language program. Additionally, the study shed light on the implementation process of the planned dual language program in which teachers need flexibility to adjust the language and curricular policies that were established at the macro-level. ?
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Date Issued: 2018
Identifier: CFE0007167, ucf:52252
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007167

Title: A Mixed-Method Examination of the Impact of Academic, Social, and Personal-Emotional Adjustment on the English Performance of Arabian Gulf Students Studying in American Intensive English Programs.
Creator: Al Jabbawi, Mais Flaieh Hasan, Sivo, Stephen, Nutta, Joyce, Vitanova-Haralampiev, Gergana, Folse, Keith, University of Central Florida
Abstract / Description: The current study identifies and discusses the adjustment challenges facing Arabian Gulf Students (AGSs) that may affect their English performance (EP) in intensive English programs (IEPs) in the United States. The current study uses student departure theory to lead the theoretical framework and incorporates Student Adaptation to College Questionnaire (SACQ) and Social Integration Questionnaire (SIQ) to lead the methodology of this study. The mixed-method investigation with multi-location...
Show moreThe current study identifies and discusses the adjustment challenges facing Arabian Gulf Students (AGSs) that may affect their English performance (EP) in intensive English programs (IEPs) in the United States. The current study uses student departure theory to lead the theoretical framework and incorporates Student Adaptation to College Questionnaire (SACQ) and Social Integration Questionnaire (SIQ) to lead the methodology of this study. The mixed-method investigation with multi-location sampling examined 160 AGSs, enrolled full-time in different IEPs in the U.S. during the spring semester of 2019. The AGSs participants were from Iraq, Kuwait, Saudi Arabia, Qatar, Bahrain, the United Arab Emirates, and Oman. A pilot study preceded the final study to obtain AGSs' insight on the questionnaire items and time consumption. In the final study, the participating students completed a demographic information questionnaire as well as the SACQ and SIQ for the quantitative segment of this study. Face-to-face and Skype interviews followed as the qualitative segment of the proposed study. Data analyses included several methods. The questionnaire results were analyzed by inputting data into IBM Statistics Package for Social Sciences (SPSS) Statistics. The interview responses were analyzed within a phenomenological approach by finding common themes within the interview responses. The findings shed light on the needs and means of helping AGSs succeed in achieving high levels of English proficiency in IEPs in the U.S.
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Date Issued: 2019
Identifier: CFE0007595, ucf:52520
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007595

Title: World Language Teachers' Preparation, Beliefs, and Instruction in Central Florida.
Creator: Mann-Grosso, Valerie, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Nutta, Joyce, University of Central Florida
Abstract / Description: The purpose of this study was to investigate: (1) the extent to which world instructors report using specific communicative instructional strategies; (2) the difference between instructional strategies used by ESL only instructors, versus instructors of ESL and foreign languages, or instructors of only foreign languages; (3) the relationship between instructors' academic preparation and target language use in class; and (4) the relationship between instructors' pedagogical beliefs about...
Show moreThe purpose of this study was to investigate: (1) the extent to which world instructors report using specific communicative instructional strategies; (2) the difference between instructional strategies used by ESL only instructors, versus instructors of ESL and foreign languages, or instructors of only foreign languages; (3) the relationship between instructors' academic preparation and target language use in class; and (4) the relationship between instructors' pedagogical beliefs about second language learning and their reported target language use in class. The World Language Communicative Instructional Strategies Survey was administered to world language instructors from three academic institutions. Upon sending two requests, 48 instructors returned usable instruments (55%). Descriptive statistics revealed extensive use of communicative instructional strategies, yet a difference in application of these strategies exists. A comparison of means revealed that assuring that students learn collaboratively in 85% to 100% in target language, integration of all four language skills, and assuring students' independent target language practice were applied less than other strategies. ESL instructors reported a higher use of communicative instructional strategies than instructors of ESL and foreign languages, or foreign languages only. A comparison of means indicated the differences in communicative instructional strategies use are in integration of all four language skills and in assuring 85% to 100% in-target-language collaborative learning. Findings also revealed a discrepancy between the reported use of communicative instructional strategies and the academic preparation received in order to do so. This study provides implications for the preparation of world language instructors. Specifically, the findings focused on mastery of language taught, on specific instructional methodology courses, and the practicum experience.
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Date Issued: 2015
Identifier: CFE0005836, ucf:50899
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005836

Title: A Quasi-Experimental Study on the Impact of Explicit Instruction of Science Text Structures on Eighth-Grade English Learners' and Non-English Learners' Content Learning and Reading Comprehension in Three Inclusive Science Classrooms.
Creator: Rivera, Jelitza, Zygouris-Coe, Vassiliki, Nutta, Joyce, Witta, Eleanor, Ehren, Barbara, University of Central Florida
Abstract / Description: The focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading...
Show moreThe focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading comprehension, or science content learning, the treatment group increased and maintained their science content learning scores over time, while the scores of the comparison group declined from post-test to delayed post-test. In addition, the researcher sought to determine whether sentence combination scores were a predictor of reading comprehension scores. The results showed that sentence combination scores were good predictors for reading comprehension.
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Date Issued: 2015
Identifier: CFE0005875, ucf:50864
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005875

Title: Increasing Metalinguistics Awareness as a Necessary Precursor for Preservice Teachers.
Creator: Schoonmaker, Aimee, Purmensky, Kerry, Nutta, Joyce, Folse, Keith, Clark, M. H., Mihai, Florin, University of Central Florida
Abstract / Description: Metalinguistic awareness (MA) in the context of the present study is the ability to deconstruct and analyze a language's intricate systems, and by doing so, better understand how these systems work. More specifically for the present study, the investigation focused on preservice teachers' MA in relation to grammar and its importance for their future students' understanding of language. Language is at the core of any content area in students' academic lives and it will continue to permeate all...
Show moreMetalinguistic awareness (MA) in the context of the present study is the ability to deconstruct and analyze a language's intricate systems, and by doing so, better understand how these systems work. More specifically for the present study, the investigation focused on preservice teachers' MA in relation to grammar and its importance for their future students' understanding of language. Language is at the core of any content area in students' academic lives and it will continue to permeate all aspects of their studies at all ages. As such, language-related issues should be at the front and center of preservice teachers' preparation.The present study, a quasi-experimental one-group pretest-posttest (Shadish, Cook (&) Campbell, 2002) investigated the metalinguistic awareness of preservice teachers who were enrolled in a face-to-face, undergraduate applied linguistics course at an urban research university in the United States. The metalinguistic awareness in the scope of the present study was directly related to the grammar knowledge of participants, and it was measured by an adapted instrument called ALAT. The results of the current study demonstrate that overall increase of MA is feasible (as attested by the results from research question 1). Nevertheless, further investigations (research questions 2, 3, 4, and 5) demonstrated that teachers' levels of metalinguistic awareness vary significantly. These results echoed previous findings that demonstrated that preservice teachers are not language-knowledgeable enough to deal with myriad issues that involve language, both in relation to students who are native speakers of English and also concerning ELs (Kolln (&) Hancock, 2005; Nutta et al., 2012; Pappamihiell, 2007). Preservice teachers' lack higher level metalinguistic awareness, as evidenced by their limited ability to explain grammar errors and use proper metalanguage while doing so.The main implication of the present study lies in the recommendation that more can and should be done in order to ensure that preservice teachers are receiving the appropriate amount of language-oriented preparation during their college years. The present study offers a confirmatory perspective to previous research findings which found that preservice teachers are not knowledgeable enough in relation to language. Previous studies also pointed out to this lack of preparation as a generator of feelings of inadequacy and anxiety in preservice teachers while foreseeing their future students' language struggles. Nonetheless, the present study also demonstrates that improvement can be achieved in regard to MA teacher preparedness in relatively little amount of time, especially for recognition of grammatical items such as parts of speech and parts of sentence. However, the findings demonstrate that more time is needed to ensure better results for complex grammar analyses such as explanation of grammatical errors.
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Date Issued: 2015
Identifier: CFE0005996, ucf:50779
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005996

Title: Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System.
Creator: Peker, Hilal, Hoffman, Bobby, Regalla, Michele, Nutta, Joyce, Witta, Eleanor, Vitanova-Haralampiev, Gergana, University of Central Florida
Abstract / Description: Factors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first...
Show moreFactors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first study investigating the relationship between bullying victimization, L2 Motivational Self System, and L2 identity.The data were derived from 1022 ELs through a self-report survey that was adapted and tested for measurement model validity and reliability. Partial least square structural equation modeling (PLS-SEM) results indicated that there was a strong relationship between bullying victimization, including traditional bullying and cyberbullying, L2 Motivational Self System, and L2 identity. Traditional bullying victimization and cyberbullying victimization affect ELs' feared L2 selves. This suggests that the feared L2 self may be added as a component to D(&)#246;rnyei's L2 Motivational Self System, especially when bullying victimization becomes a factor in language learning process. In addition, cyberbullying victimization positively correlated with ELs' oriented identity, which may indicate that ELs as agents were more motivated to learn English to overcome the negative effects of bullying victimization and to orient to the target culture. Based on the results, potential implications were provided for teachers and curriculum developers to help ELs cope with bullying in class and outside the classroom environment.
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Date Issued: 2016
Identifier: CFE0006373, ucf:51537
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006373

Title: (&)nbsp;Bridging the Gap between ESOL and Native English Speakers in a Digital Collaborative Classroom.
Creator: Samuels, Shalander, Hopp, Carolyn, Pratt Marrett, Caroline, Nutta, Joyce, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: The purpose of this dissertation in practice was to explore how to bridge the gap between ESOL students and native English speaking students in a collaborative learning environment in a middle school in Tangerine Florida. The gap in performance was highlighted because ESOL students failed to meet the same levels of academic achievement (based on the Florida Standard Assessment Test) as their native English-speaking counter parts. The intent of the dissertation was to design a framework that...
Show moreThe purpose of this dissertation in practice was to explore how to bridge the gap between ESOL students and native English speaking students in a collaborative learning environment in a middle school in Tangerine Florida. The gap in performance was highlighted because ESOL students failed to meet the same levels of academic achievement (based on the Florida Standard Assessment Test) as their native English-speaking counter parts. The intent of the dissertation was to design a framework that would meet the pedagogical needs of ESOL students and teachers who teach them. A pilot study was completed that included teachers both ESOL-endorsed and those who were not to determine their needs in terms of professional development that would lead to increased achievement among ESOL students. The study focused on digital schools within one school district. A qualitative research approach was used because it was found to be rigorous, reliable and valid (Morse, Barrett, Mayan, Olson (&) Spiers (2002). Results of the pilot study were intended to inform teachers and school administrators about how to ultimately improve ESOL student performance. The data used in the pilot study were drawn from focus groups as well as information retrieved from reflective teacher and student tools. The conceptual framework that focused the pilot study included socio-cultural theory (Vygotsky, 1986; Mercer, 2007), self-efficacy theory (Bandura, 1997a; Pajares, 1997) culturally responsive teaching theory (Ladson-Billings, 2006; Freire 2000), situated learning theory (Davin (&) Heineke, 2016) and second language acquisition theories (Chomsky, 1965; Ellis, 1997).The findings from the teacher focus groups suggested ways to bridge the gap between the ESOL students and native English speakers. A proposed framework to counter the problem and bridge the gap was designed as a pedagogical intervention (professional development) that would provide the information teachers lack about how to teach ESOL students effectively. The framework also served as a platform to connect and collaborate with other ESOL instructors as a resource and support throughout the school year. Additionally, a teacher-proposed idea was a middle school technology transition (MST2) beginner course for students entering a digital school to give them practice and build their self-efficacy on how to use the necessary applications for each core (FSA tested) class. The results also support the idea that concurrent ongoing professional development and a student introductory technology course throughout the school year could produce more favorable achievement scores of ESOL students, and reduce gaps between ESOL students and native English speaking students.
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Date Issued: 2017
Identifier: CFE0006789, ucf:51808
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006789

Title: Exploring Interactions between Adult English Learners and Their TeachLivE Digital Character Peers.
Creator: Yan, Ting, Nutta, Joyce, Zygouris-Coe, Vassiliki, Bai, Haiyan, Mihai, Florin, University of Central Florida
Abstract / Description: Peer interaction is an important part of language learning. The results of previous studies showed advantages and disadvantages of peer interaction between native speakers and English learners. Using the educational simulation platform TeachLivE as the interaction platform, this qualitative descriptive case study explored the possibilities of bridging the gap between classroom language practice and real-life second language communication. The study recruited eight participants for a task...
Show morePeer interaction is an important part of language learning. The results of previous studies showed advantages and disadvantages of peer interaction between native speakers and English learners. Using the educational simulation platform TeachLivE as the interaction platform, this qualitative descriptive case study explored the possibilities of bridging the gap between classroom language practice and real-life second language communication. The study recruited eight participants for a task-based interaction project. Using conversation analysis, the study revealed details in communication between adult English learners and their digital character peers. During the interactions, the participants were actively involved and the most frequent communication patterns were collaborative and cooperative. The analysis of interviews of participants and the interactor explored the factors that influenced the communication patterns between the young adult English learners and their digital peers. The results showed that the communication experience with digital characters was authentic and the virtual platform was critical to build the confidence of English learners' language use. Moreover, the multiple digital characters manipulated by interaction protocols were also helpful to create a scaffolding effect for practicing oral communication for the English learners.
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Date Issued: 2017
Identifier: CFE0006823, ucf:51761
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006823

Title: The Community College Student's Social Construction of Global Learning in the Florida College System.
Creator: Robertson, Jennifer, Cintron Delgado, Rosa, Owens, J. Thomas, Nutta, Joyce, Marshall, Nancy, Lee, Shara, University of Central Florida
Abstract / Description: The purpose of this qualitative research study was to examine the Florida community college student's understanding of and engagement in global learning through the lens of constructionist theory. Using a grounded theory methodology, seven students in three Florida community colleges were interviewed to hear in their own words how personal and academic experiences have shaped their interest in other countries, cultures, and current international events. The goal of this study was to explore...
Show moreThe purpose of this qualitative research study was to examine the Florida community college student's understanding of and engagement in global learning through the lens of constructionist theory. Using a grounded theory methodology, seven students in three Florida community colleges were interviewed to hear in their own words how personal and academic experiences have shaped their interest in other countries, cultures, and current international events. The goal of this study was to explore students' perspectives using the principles of social constructionism and constructivism to create a new model of understanding of global learning.The final results of the study found that students primarily think of culture when asked about global learning, and they do not have a solid understanding of the concept in an academic sense. This understanding has been formed throughout their lives as their interest began well before their current community college experience. Remarkably, all seven students had some experience with global learning long before enrollment in their current institution, and all seven students had an unremarkable college experience thus far as it pertained to global learning. In the end, there were five major influences found to be involved in the formation of students' understanding and engagement level in global learning, which included the family, peers, academic experiences, work experiences, and the external environment. The study concludes by emphasizing the importance of the community college's role in helping to prepare college graduates for the 21st century workplace.
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Date Issued: 2016
Identifier: CFE0006170, ucf:51145
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006170

ESL (4)	+ -
ESOL (4)	+ -
English learners (4)	+ -
TESOL (3)	+ -
ELL (2)	+ -

English Language Learners (2)	+ -
Academic Adjustment (1)	+ -
Academic Performance (1)	+ -
Adjustment Challenges (1)	+ -
Adult English Learners (1)	+ -
Advanced Placement and English learners (1)	+ -
Arab Students (1)	+ -
Arabian Gulf Students (1)	+ -
Attitudes toward L2 Community (1)	+ -
Bullying (1)	+ -
Bullying Victimization (1)	+ -
CALL Grammar Instruction (1)	+ -
CRP (1)	+ -
Challenging Schools (1)	+ -
Computer-Assisted Language Learning (CALL) (1)	+ -
Corpus Linguistics (1)	+ -
Corrective Feedback (1)	+ -
Cultural Interest (1)	+ -
Cyberbullying (1)	+ -
Dual Language (1)	+ -
EFL (1)	+ -
EL (1)	+ -
ELLs (1)	+ -
ELs (1)	+ -
ESL digital school (1)	+ -

Nutta, Joyce (26)	+ -
University of Central Florida (26)	+ -
Mihai, Florin (8)	+ -
Purmensky, Kerry (5)	+ -
Doherty, Walter (4)	+ -

Folse, Keith (4)	+ -
Baldwin, Lee (3)	+ -
Clark, M. H. (3)	+ -
Johnson, Jerry (3)	+ -
Taylor, Rosemarye (3)	+ -
Bai, Haiyan (2)	+ -
Biraimah, Karen (2)	+ -
Cintron Delgado, Rosa (2)	+ -
Ehren, Barbara (2)	+ -
Grissom, Donita (2)	+ -
Hopp, Carolyn (2)	+ -
Jahani, Shiva (2)	+ -
Kaplan, Jeffrey (2)	+ -
Owens, J. Thomas (2)	+ -
Regalla, Michele (2)	+ -
Vitanova-Haralampiev, Gergana (2)	+ -
Witta, Eleanor (2)	+ -
Xu, Lihua (2)	+ -
Zygouris-Coe, Vassiliki (2)	+ -
Al Jabbawi, Mais Flaieh Hasan (1)	+ -
Ana M. Leon, Ana (1)	+ -
Ashtari, Nooshan (1)	+ -
Becker, Helen (1)	+ -
Bello, Paula (1)	+ -
Bowdon, Melody (1)	+ -

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