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Pages
- Title
- Lives and Voyages of Drake Cavendish and Dampier.
- Creator
-
PALMM (Project)
- Identifier
- DP0004058
- Format
- E-book
- PURL
- http://purl.flvc.org/ucf/fd/DP0004058
- 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.
Show less - Date Issued
- 2018
- Identifier
- CFE0007057, ucf:51972
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007057
- Title
- Tier I RtI for English Language Learners with Language Deficits.
- Creator
-
Soong, Maria Jose, Sivo, Stephen, Edwards, Oliver, Hewitt, Randall, Thomson, Arlene, University of Central Florida
- Abstract / Description
-
Educators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English...
Show moreEducators are attempting to eliminate the disproportionate representation of culturally and linguistically diverse students in special education through initiatives such as Response to Intervention (RtI). Prior to the implementation of such initiatives, existing research relevant to this population must be critically reviewed and expanded. A synthesis of the available literature can provide significant insight into the type of data necessary to make informed decisions involving English language learners (ELL) at Tier I of an RtI model. In forming the theoretical foundation for this research, cognitive deficits associated with language-based disabilities and principles of cognitive load theory were examined. The study is an investigation of the following research question: Is the effectiveness of the bilingual English as a Second Language (ESL) model significantly altered under certain conditions? The research question was addressed through testing moderator effects using hierarchical linear regression. Initial English proficiency and initial Spanish proficiency were examined as moderating variables of the relationship between ESL model type and Kindergarten academic achievement. Academic achievement was defined as student learning growth on the Florida Assessment for Reading Instruction (FAIR) and student outcome scores on the Comprehensive English Language Learning Assessment (CELLA) Listening/Speaking and Reading constructs. Results supported: a) the relationship between initial English proficiency and FAIR growth, CELLA Listening/Speaking, and CELLA Reading, b) the relationship between initial Spanish proficiency and FAIR growth and CELLA Listening/Speaking, c) the relationship between type of ESL model and FAIR growth, CELLA Listening/Speaking, and CELLA Reading, d) the additional effect of the interaction of initial Spanish language proficiency with ESL model type to alter FAIR learning growth over time, and e) the additional effect of the interaction of initial English language proficiency with ESL model type to alter CELLA Listening/Speaking scores. Overall, this research supports the hypothesis that initial language proficiency can significantly alter the effectiveness of a bilingual ESL model. Recommendations for future research in this area include longitudinal studies using a similar hierarchical regression design with moderators in order to contextualize positive student outcomes.
Show less - Date Issued
- 2012
- Identifier
- CFE0004187, ucf:48988
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004187
- Title
- The Effect of Feedback Medium on Accuracy with English Articles.
- Creator
-
Giltner, Elizabeth, Nutta, Joyce, Purmensky, Kerry, Clark, M. H., Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
Developing and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES's ability to understand, speak, read, and write English. Although the number of students...
Show moreDeveloping and demonstrating English proficiency is a critical skill for non-native English speakers (NNESs) who wish to study in American universities. Unlike their native English speaker (NES) counterparts, NNES students who apply for university admission are required to demonstrate their proficiency in English via tests, such as the Test of English as a Foreign Language (TOEFL), that measure an NNES's ability to understand, speak, read, and write English. Although the number of students who have attained those minimum scores is large, there is a large population of adult NNESs enrolled in intensive English programs (IEPs) that are designed to help them improve their proficiency in English and again admission into mainstream university courses. Given that many university instructors require the submission of written work that demonstrates students' understanding of course content, perhaps the most important academic skill developed in IEPs is writing. Furthermore, the lack of attention given to addressing grammatical errors at the tertiary level highlights IEP instructors' need for effective and efficient methods of addressing grammatical errors in NNES writing.The present quantitative study used two experimental designs, a pretest-posttest design and a posttest-only design with proxy pretest (Campbell (&) Stanley, 1963), to investigate the efficacy of two types of indirect corrective feedback (CF) for improving adult, IEP-enrolled, intermediate level NNES writers' (participants) grammatical accuracy in academic papers. Grammatical accuracy for this study was measured by counting the number of errors participants committed when using English definite and indefinite articles in academic papers. The independent variable for this study was the type of CF participants were randomly selected to receive (-) either screencast corrective feedback (SCF) or written corrective feedback (WCF). The dependent variable, which measured the effect of the CF given, was the number of errors participants made with English definite and indefinite articles on three compositions completed to satisfy the requirements of their IEP writing class. The results of the current research demonstrated that participants made similar gains in grammatical accuracy when using CF to revise descriptive compositions. These results are in keeping with the results of previous studies that showed the usefulness of CF for improving grammatical accuracy on revised compositions (Bitchener, 2008, Bitchener (&) Knoch, 2008, 2009a, 2009b, 2010a). However, the improvement observed on the revised descriptive compositions did not transfer to new classification essays, regardless of the type of CF participants received. Participants' lack of grammatical accuracy on new compositions of a different genre effectively illustrated the difficulty English articles pose for NNESs when writing and the need for multiple exposures to CF and writing practice to develop NNESs' ability to consistently use English articles accurately.The main implication of the present study lies in the recommendation of the provision of CF to NNES students and systematic instruction about how to use CF received in order to allow NNESs to become more self-sufficient learners and writers of English.
Show less - Date Issued
- 2016
- Identifier
- CFE0006106, ucf:51187
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006106
- Title
- THE EFFECT OF PEER ADVISORS ON ESL STUDENTS' PERSPECTIVES OF UNIVERSITY ACADEMIC TASKS.
- Creator
-
Fishkin, Monica, Allen, Kay W., University of Central Florida
- Abstract / Description
-
A review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for...
Show moreA review of the related literature revealed that international students face specific academic challenges. The goal of this research was to investigate the effect of international student peer advising sessions on English as a Second Language (ESL) international students' perceptions of their language skills and strategies for dealing with academic tasks. The research design included a control and an experimental group with a pretest and a posttest administration of the Strategy Inventory for Language Learning (SILL) and the Xu International Student Academic Language Needs Assessment (ISALNA-2) instruments. Qualitative data was also collected. The participants in the study were upper-intermediate level international students in an intensive English program at a large metropolitan university. Scores (n = 23) on the SILL and the ISALNA-2 were used to investigate the changing perspectives of students receiving similar information from different sources, classroom teachers and peer advisors or only classroom teachers. Peer advising sessions were provided to the experimental group of students. The focus of the sessions was advice and direction in language skills (reading, writing, listening, and speaking) for university academic tasks. A split-plot analysis of variance was employed to analyze the quantitative data obtained from pre- and posttest administrations of the instruments. Analysis of the data did not reveal a statistically significant effect of the peer advising sessions as regards the improvement of scores on the SILL and ISALNA-2. Qualitative data (n = 29) indicated that the experimental participants were positively impacted in understanding the necessary language skills necessary for academic success. Interviews with the peer advisors revealed that they had enhanced their understanding of university expectations and had developed a higher level of confidence as a result of their participation in the advising sessions. Qualitative data revealed positive attitudes by the peer advisors in giving language skills information and by the ESL international students involved in receiving that information. The study format could contribute to future studies and may have implications for the development of international peer advising for English language instruction, foreign student orientation programs, host family programs, and programs linking foreign students with American student study partners.
Show less - Date Issued
- 2004
- Identifier
- CFE0000027, ucf:46093
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000027
- 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.
Show less - Date Issued
- 2017
- Identifier
- CFE0006823, ucf:51761
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006823
- Title
- CLOSING THE ACHIEVEMENT GAP FOR ENGLISH LANGUAGE LEARNERS:A COMPARISON OF LANGUAGE ARTS/ESOL AND ONE-WAY DEVELOPMENTAL BILINGUAL PROGRAMS.
- Creator
-
Marlow, Kimberly, Murray, Barbara, University of Central Florida
- Abstract / Description
-
The present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only...
Show moreThe present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only students and English Language Learner students. One study highlighted a 46% gap on the 2005 National Assessment of Education Progress (NAEP). The present study was designed to investigate 23 middle schools in one Florida county. The focus of the study was on two English Language Learner programs: Language Arts/ESOL and One-Way Developmental Bilingual Education. A total of 13 schools were identified that had implemented the Language Arts/ESOL program, and 10 middle schools were identified that had implemented the One-Way Developmental Bilingual Education program. The 2007 FCAT reading mean scale scores for the schools' 7th-grade English Language Learners were compared to those of standard curriculum students. For both English Language Learner programs, a statistical significance was found using t-tests. In addition, FCAT reading Levels 1-5 were investigated. At FCAT Levels 1-3, the Language Arts/ESOL program out-performed the One-Way Developmental Bilingual Education program. At FCAT Levels 4 and 5, the One-Way Developmental Bilingual Education program out-performed the Language Arts/ESOL program.
Show less - Date Issued
- 2008
- Identifier
- CFE0002059, ucf:47582
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002059
- Title
- THE PROBLEM OF POLYSEMY IN THE FIRST THOUSAND WORDS OF THE GENERAL SERVICE LIST: A CORPUS STUDY OF SECONDARY CHEMISTRY TEXTS.
- Creator
-
Clemmons, Karina, Sivo, Stephen, University of Central Florida
- Abstract / Description
-
Vocabulary in a second language is an indispensable building block of all comprehension (Folse, 2006; Nation, 2006). Teachers in content area classes such as science, math, and social studies frequently teach content specific vocabulary, but are not aware of the obstacles that can occur when students do not know the basic words. Word lists such as the General Service List (GSL) were created to assist students and teachers (West, 1953). The GSL does not adequately take into account the high...
Show moreVocabulary in a second language is an indispensable building block of all comprehension (Folse, 2006; Nation, 2006). Teachers in content area classes such as science, math, and social studies frequently teach content specific vocabulary, but are not aware of the obstacles that can occur when students do not know the basic words. Word lists such as the General Service List (GSL) were created to assist students and teachers (West, 1953). The GSL does not adequately take into account the high level of polysemy of many common English words, nor has it been updated by genre to reflect specific content domains encountered by secondary science students in today's high stakes classes such as chemistry. This study examines how many words of the first 1000 words of the GSL occurred in the secondary chemistry textbooks sampled, how often the first 1000 words of the GSL were polysemous, and specifically which multiple meanings occurred. A discussion of results includes word tables that list multiple meanings present, example phrases that illustrate the context surrounding the target words, suggestions for a GSL that is genre specific to secondary chemistry textbooks and that is ranked by meaning as well as type, and implications for both vocabulary materials and classroom instruction for ELLs in secondary chemistry classes. Findings are essential to second language (L2) researchers, materials developers, publishers, and teachers.
Show less - Date Issued
- 2008
- Identifier
- CFE0002034, ucf:47590
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002034
- Title
- THE IMPACT OF A MEDIA LITERACY EDUCATION PLAN ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) READING SCORES OF 9TH AND 10TH GRADE STUDENTS.
- Creator
-
Sheehy, Colleen, Stephen Sivo, Jeffrey Kaplan, University of Central Florida
- Abstract / Description
-
This study investigated the impact of a media literacy education plan on the reading test scores of the Florida Comprehensive Assessment Test (FCAT) at an urban high school in Central Florida. A team of 9th and 10th grade teachers created a professional learning community and developed a treatment to enhance language arts instruction with various forms of media. This media literacy education plan included four lessons utilizing media such as television commercials, magazine photographs and...
Show moreThis study investigated the impact of a media literacy education plan on the reading test scores of the Florida Comprehensive Assessment Test (FCAT) at an urban high school in Central Florida. A team of 9th and 10th grade teachers created a professional learning community and developed a treatment to enhance language arts instruction with various forms of media. This media literacy education plan included four lessons utilizing media such as television commercials, magazine photographs and the Internet; the lessons were taught during the four months leading to the administration of the 2007 FCAT. Data were gathered from the 2006 and 2007 FCAT scores of students in a control and treatment group. Using these pre test and post test data, statistical analysis comprised two independent t-tests and one repeated measures ANOVA. The data revealed statistical significance at the 9th and 10th grade level, but did not show statistical significance at any particular reading level (Levels 1-5). Implications from this study included strong professional learning communities produce effective teachers and that student achievement increases when a media literacy education plan is included in English Language Arts instruction. Furthermore, this study illustrates the need to embrace modern media as viable classroom instructional tools. Recommendations were made for further research utilizing different materials, different forms of media, different student populations. This study also concluded that further qualitative research be conducted. Ultimately, this study makes a strong argument for the inclusion of media and media literacy education in the secondary English Language Arts classroom.
Show less - Date Issued
- 2007
- Identifier
- CFE0001897, ucf:47416
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001897
- Title
- LET THE CHILDREN COME TO ME.
- Creator
-
Ramirez, Andrea, Bartkevicius, Jocelyn, University of Central Florida
- Abstract / Description
-
My thesis, a collection of personal essays, explores my parents' affinity towards their native Colombia and how this connection to their homeland, through their faith and their customs, affected my definition of self. When I think about my parents' emigration from Colombia to the States, I picture the illustrations in the Bible I had as a child: the couple running from Sodom and Gomorra, running away from the place they had always known and holding on to each other. My parents, like...
Show moreMy thesis, a collection of personal essays, explores my parents' affinity towards their native Colombia and how this connection to their homeland, through their faith and their customs, affected my definition of self. When I think about my parents' emigration from Colombia to the States, I picture the illustrations in the Bible I had as a child: the couple running from Sodom and Gomorra, running away from the place they had always known and holding on to each other. My parents, like the couple in the Bible, were in the middle of nowhere when they first set foot on the cold, concrete streets of New York City. In the Bible, the man knew he was in a better place, the cities left behind him becoming more and more of a distant memory. The next picture showed a statue of salt in the shape of the woman. The woman had turned back. Shortly after they married in Colombia, my mother looked forward to a future in another country. She urged my father to seek a better life for them in the United States. My father was the one who couldn't help but look behind him, despite the consequences. The thesis chapters explore such issues as the consequences of leaving home; the impact of my father's incarceration upon his Catholic faith and upon the family; how travel to Colombia with my parents revealed new aspects of their personalities and beliefs; and my own efforts to understand and meditate upon my multicultural heritage and surroundings.
Show less - Date Issued
- 2007
- Identifier
- CFE0001866, ucf:47415
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001866
- Title
- THE RESURRECTION OF EVERYMAN.
- Creator
-
Knoell, David, Listengarten, Julia, University of Central Florida
- Abstract / Description
-
In March of 2005 I was a cast member in Mad Cow Theatre's production of the Morality drama Everyman. This classic tale on the condition of human dying is regarding as one of the greatest dramas of the Medieval period and is one of the first plays in the English language to be put into print. This thesis is an actor's journey into the history of Medieval theatre, the challenges of producing Everyman for a contemporary audience, and the techniques of acting implemented in the creation of...
Show moreIn March of 2005 I was a cast member in Mad Cow Theatre's production of the Morality drama Everyman. This classic tale on the condition of human dying is regarding as one of the greatest dramas of the Medieval period and is one of the first plays in the English language to be put into print. This thesis is an actor's journey into the history of Medieval theatre, the challenges of producing Everyman for a contemporary audience, and the techniques of acting implemented in the creation of allegorical characters. Medieval drama, like Everyman, is still relevant in today's world because it addresses universal themes of friendship, material wealth, and reverence towards death. It is the story of the human being, the power of beliefs, and the fear of death. This thesis reflects a group of artists' desire to give an audience the gift of insight into their common selves.
Show less - Date Issued
- 2006
- Identifier
- CFE0001086, ucf:46772
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001086
- Title
- A LONGER SPOON: A NOVEL.
- Creator
-
MacDonald, Elizabeth, Hubbard, Susan, University of Central Florida
- Abstract / Description
-
The intent of this thesis is to create a novel-length narrative based around a premise conceived in a workshop setting. The novel, while containing elements of fantasy, will be character-driven and feature psychological character development as its primary goal. Lawrence Caligny, a young cook newly instated at a castle, is coerced by his mother, an infamous witch named Mallory, to concoct a sleeping potion for the country's crown prince, beckoning comparison to the "Sleeping Beauty" fairy...
Show moreThe intent of this thesis is to create a novel-length narrative based around a premise conceived in a workshop setting. The novel, while containing elements of fantasy, will be character-driven and feature psychological character development as its primary goal. Lawrence Caligny, a young cook newly instated at a castle, is coerced by his mother, an infamous witch named Mallory, to concoct a sleeping potion for the country's crown prince, beckoning comparison to the "Sleeping Beauty" fairy tale. As Lawrence prepares for his opportunity, he unwittingly befriends the prince and his sister and stumbles across an assassination plot. Being thoroughly inept at witchcraft himself, Lawrence fails to put the prince to sleep when he gets the chance, knocking out the entirety of the castle inhabitants and staff instead. The story concludes with the revival of those in the castle and Lawrence being fired from his (ignominious) position in the kitchens, but otherwise pardoned in acknowledgement of his help in stopping the assassination.
Show less - Date Issued
- 2014
- Identifier
- CFH0004611, ucf:45322
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004611
- Title
- PROBLEM-BASED LEARNING: MEETING THE COMMON CORE STATE STANDARDS FOR GRADE 9/10 ENGLISH LANGUAGE ARTS.
- Creator
-
Millard, Michelle, Kaplan, Dr. Jeffery, University of Central Florida
- Abstract / Description
-
The purpose of this project design Problem- Based Learning (PBL) Units that would meet the Common Core State Standards (CCSS) for a 9/10 grade English Language Arts (ELA) classroom. The CCSS, newly adopted into Florida public schools, were created to provide students with the skills necessary to be successful in both higher education and ultimately, the global economy. PBL has been practiced in some of the country's leading medical schools for decades, and recently, has begun to play a...
Show moreThe purpose of this project design Problem- Based Learning (PBL) Units that would meet the Common Core State Standards (CCSS) for a 9/10 grade English Language Arts (ELA) classroom. The CCSS, newly adopted into Florida public schools, were created to provide students with the skills necessary to be successful in both higher education and ultimately, the global economy. PBL has been practiced in some of the country's leading medical schools for decades, and recently, has begun to play a leading role in designing math and science curricula. Until now, few attempts have been made incorporating the structures of Problem- Based Learning into the secondary English Language Arts classroom. My intention in tapping PBL was to utilize a tool that would foster critical thinking skills and create real world relevance in the curriculum for my future ELA students. With the ever increasing shift into a more inquiry- based teaching approach in today's schools, these units will not only meet the CCSS, but they will provide real world application in both research and collaborative learning. PBL utilizes an "ill-structured scenario" that provides the student with a role that gives them ownership into solving a problem (Lambros, 2004). In order to create these scenarios, I examined the 9/10 Grade exemplars offered throughout the CCSS. I then used the CCSS to identify which standards would be met by each unit. I also evaluated the Brevard County District calendar to identify the constraints on time that a teacher might typically encounter in the classroom. The result is four PBL units that meet the CCSS for Grade 9/10 English Language Arts. I developed these units with the idea that they would be the main methods of instruction in an ELA classroom and therefore provided time frames for each unit to be completed. The time frames account for research, project completion and presentation. Each of these four units use the exemplar texts outlined by CCSS and highlight four different genres in Literature: Fiction, Nonfiction, Poetry, and Drama.
Show less - Date Issued
- 2013
- Identifier
- CFH0004397, ucf:45004
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004397
- Title
- EFFECTIVE METHODS OF PARENT-TEACHER COMMUNICATION FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS.
- Creator
-
Alfonzo-Reyes, Luzeana, Hoffman, Elizabeth, University of Central Florida
- Abstract / Description
-
Families from all over the world come to the United States for a new beginning. More often than not, these families speak little or no English. A challenge that teachers face every day is trying to communicate with children and their families who speak little or no English. Following a review of the various forms of communication and types of parental involvement, a survey was created. This survey was completed by elementary teachers in a local lower socioeconomic area elementary school with...
Show moreFamilies from all over the world come to the United States for a new beginning. More often than not, these families speak little or no English. A challenge that teachers face every day is trying to communicate with children and their families who speak little or no English. Following a review of the various forms of communication and types of parental involvement, a survey was created. This survey was completed by elementary teachers in a local lower socioeconomic area elementary school with a high mobility rates and high levels of English Language Learner (ELL) students. The results of this study will offer the most effective ways teachers can openly communicate with families who speak little or no English. The results suggest that although vital, communication between the parents of ELL students and the teacher varies from teacher to teacher. Additionally, having resources available to teachers at the school and using the resources available allows parents and teachers to communicate effectively.
Show less - Date Issued
- 2012
- Identifier
- CFH0004190, ucf:44833
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004190
- 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.
Show less - Date Issued
- 2009
- Identifier
- CFE0002931, ucf:47989
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002931
- Title
- THE EFFECT OF APPLYING WIKIS IN AN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASS IN TAIWAN.
- Creator
-
Chen, Yu-ching, Witta, Lea, University of Central Florida
- Abstract / Description
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Incorporating technology into learning has brought major benefits to learners and has greatly changed higher education. Since there is limited number of experimental research investigating the effectiveness of applying wikis, this study collected experimental data to investigate its effectiveness. The purpose of the study was to examine the effectiveness of applying wikis in terms of students' learning outcomes, to investigate the changes regarding students' attitude towards language...
Show moreIncorporating technology into learning has brought major benefits to learners and has greatly changed higher education. Since there is limited number of experimental research investigating the effectiveness of applying wikis, this study collected experimental data to investigate its effectiveness. The purpose of the study was to examine the effectiveness of applying wikis in terms of students' learning outcomes, to investigate the changes regarding students' attitude towards language learning, to explore the communication channels in wikis that facilitate students' interaction in the e-learning environment as well as students' experience of using wikis. Results showed that there existed statistically significant difference between the group with and without wikis, which means the group applying wikis performed better in listening and reading abilities. When compared with the non-wiki group, the wiki group had a more favorable attitude towards the class, their English ability improvement, and cooperative learning. Moreover, the students agreed that wikis helped them complete their assignment, they felt comfortable in the wiki environment, and it was easy for them to use wikis. From the experiences of using wikis shared by the students, they provided recommendations about the interface and the edit functions in the wiki environment. Their interaction with other team members and the course material increased but they expressed that the main interaction was through face-to-face and instant message software. Finally, the wiki environment allowed students to fulfill their role duties, cooperate, negotiate, manage their contribution, and modeling from each other.
Show less - Date Issued
- 2008
- Identifier
- CFE0002227, ucf:47919
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002227
- Title
- English Language Arts Preservice and Inservice Teacher's Knowledge about How to Use eTextbooks and Open Educational Resources to Support Students' Comprehension: A Case Study.
- Creator
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Smith, Lourdes, Zygouris-Coe, Vassiliki, Roberts, Sherron, Damico, Nicole, Wilson, Nance, University of Central Florida
- Abstract / Description
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The focus of this qualitative, descriptive case study was to (a) investigate the knowledge English Language Arts preservice and inservice teachers had about eTextbooks and Open Educational Resources (OERs) and (b) how they planned to use that knowledge to develop their current/future 6-12 grade students' comprehension and content knowledge. Included within the study were specifics regarding how eTextbooks and OERs can be used to support adolescent learners and how online comprehension skills...
Show moreThe focus of this qualitative, descriptive case study was to (a) investigate the knowledge English Language Arts preservice and inservice teachers had about eTextbooks and Open Educational Resources (OERs) and (b) how they planned to use that knowledge to develop their current/future 6-12 grade students' comprehension and content knowledge. Included within the study were specifics regarding how eTextbooks and OERs can be used to support adolescent learners and how online comprehension skills can be developed. Data were analyzed in order to determine themes related to the use and planning for eTextbooks and OERs in the secondary ELA classroom. Data sources for this study included the participant interviews, document analysis, and a focus group interview. Findings revealed that participants (N=6) were both excited and apprehensive about using technology and that although they had some personal experiences with eTextbooks and OERs, they would need more specific support in helping their future or current students to develop online reading comprehension skills. Implications and recommendations are offered for preservice teacher educators, classroom teachers and professional developers, researchers, and publishers.
Show less - Date Issued
- 2017
- Identifier
- CFE0006797, ucf:51922
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006797
- Title
- Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity.
- Creator
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Raubaugh, Lauren, Purmensky, Kerry, Grissom, Donita, Nutta, Joyce, Johnson, Jerry, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2019
- Identifier
- CFE0007711, ucf:52443
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007711
- Title
- A Narrative Research Study of Self-Selected Tracking on Motivation in 10th Grade English Language Arts Classes.
- Creator
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Greuel, Audra, Olan, Elsie, Puig, Enrique, Hewitt, Randall, University of Central Florida
- Abstract / Description
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The practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes of a narrative of deficit through inequality and exclusion and impedes student motivation due to the negative implications. A common finding of outside research studies was that of disapproval for the current school organizational structure of tracking due to the negative consequences on students. Furthermore,...
Show moreThe practice of tracking has had longstanding negative impacts on students, especially students in lower academic tracks. This research suggests that tracking develops the themes of a narrative of deficit through inequality and exclusion and impedes student motivation due to the negative implications. A common finding of outside research studies was that of disapproval for the current school organizational structure of tracking due to the negative consequences on students. Furthermore, several research studies developed an outline of positive ways to advocate for a unifying system of educational change. Educational leaders should heed the suggestions of researchers to promote changes within the system to benefit marginalized students. Students' silenced narratives should be considered to promote voice within educational change. The purpose of this narrative research is to explore motivation through the overt and covert narratives of 10th grade English Language Arts students, who self-select higher and lower academic tracks at a large, southeastern United States, public high school through a qualitative unstructured questionnaire. This study also observes 10th grade English Language Arts students' ability to discuss these issues. Using information from a 10-question qualitative, unstructured questionnaire of twelve (12) research participants, this thesis explores the following questions: Research question one (RQ1): What are 10th grade English Language Arts students' attitudes towards higher and lower academic tracks?, Research question two (RQ2): What factors contribute to 10th grade English Language Arts students' motivation to self-select higher and lower academic tracks?
Show less - Date Issued
- 2019
- Identifier
- CFE0007640, ucf:52501
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007640
- Title
- An Investigation of the Representation of Middle School English Language Learners (ELLs) in Special Education Programs in a Large Urban School District.
- Creator
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Lerma, Leah, Stewart, Martha, Biraimah, Karen, Nutta, Joyce, Purmensky, Kerry, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2011
- Identifier
- CFE0004127, ucf:49121
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004127
