ELL Students Research Articles

Daily 5 Implementation to Improve ELL Students’ Performances

Daily 5 Implementation to Improve ELL Students’ Performances

Student’s Perception of TikTok for English Languange Learning

There's a lot of media that can be used to learn English independently, you can either consciously seek for the material or you can unconsciously learn about it and one of the media is social media. This research aims to know and described students perception about using Tiktok for enhancing English language learning, Using quantitative research methodology, this study explores the influence of TikTok usage on English language learning perceptions among 30 ELL students in an Indonesian university. Utilizing a questionnaire, the research evaluates three aspects of social media's impact on English learning, have a significant correlation between Tiktok usefulness and it's effectiveness for English language learning, however as for the future interest of using Tiktok for English language learning the results show that it is insignificant means that Tiktok cannot be used for learning sources in the future.

The conceptual difficulties Saudi female ELL students encountered in learning algebra: A case of a college preparatory program

This research explores the type of conceptual difficulties that female Saudi students encounter in Introductory Algebra courses at college level and identifies pedagogical practices that might impact students’ learning of algebra. Instructional tasks were designed and implemented for 12 weeks to collect and analyze data. The research sample consisted of a study group of 28 students from an Introductory Algebra class. The findings identified and classified the types of difficulties that the students encountered and suggested instructional models to overcome or minimize them and a theme to teach and learn algebra.

A Comparative Study among Elt And Ell Students’ Receptive Skills at University Level

A Comparative Study among Elt And Ell Students’ Receptive Skills at University Level

Adapted Strong Kids Curriculum for English Language Learners During COVID-19.

This study describes and provides preliminary support for the use of a culturally and linguistically adapted Strong Kids curriculum, delivered completely online, to address English language learners' (ELLs') social/emotional development. Quantitative data showed an increase in students' social/emotional knowledge in internalizing symptoms by the end of the program. Qualitative data highlighted ELL students' increased ability to identify and manage emotions, their application of social/emotional learning and mindfulness concepts in the virtual classroom, and the benefits of participating in the program virtually. We discuss the findings and implications for school counselors and other mental health providers in both school and community settings.

Inequalities and Accommodations: Promoting Equality Among ELL Students by Employing Organization Theory

With the increasing number of immigrants in the U.S., many children whose primary spoken language isn’t English travel with their parents and expect social integration and academic and occupational success. How to integrate into society without giving up identities is a challenging and impending question for all immigrants. Especially for immigrant children, changing environments may bring remarkable obstacles in academic learning and cultural cognition. By employing organization theory, this paper first shows pieces of evidence that prove ELL students are unequally treated in schools via interaction, practices, and policies. This paper presents accommodations in different domains, such as culture, structure, technology, and people. In Addition, integrating support from parents and other organizations in communities is essential to construct an equitable and supportive educational environment for ELL students.

Examining Implementation of Positive Behavioral Interventions and Supports in Rural Schools

School-wide PBIS implementation is associated with positive academic and behavioral outcomes. Research supports the importance of school context in implementation and sustainment, but more work is needed to explore the role of community locale, particularly for rural communities that experience context-specific strengths and challenges in accessing resources. The purpose of this study was to examine variables that may influence PBIS implementation fidelity, sustained fidelity, training, and assessment and how these variables vary across geographic locales. Nine years of statewide PBIS implementation and school-level data were drawn from a longitudinal statewide dataset for the U.S. state of Wisconsin. Results of generalized linear models, MANOVA, and discriminant analysis indicated (a) consistent assessment and sustained fidelity in rural and town schools were positively associated with district size and enrollment of minoritized students, but they were negatively associated with enrollment of ELL students (with grade level also having an association with sustained fidelity); (b) locale had an effect on fidelity, assessment, and training; and (c) rural and city locales had the greatest differences from each other in training, assessment, and fidelity. Study limitations and future research directions are discussed.

Science Fiction and Political Imagination: ELLs Co-constructing Critical Social Justice Narratives in the ELT Classroom

Abstract Engaging with social, political, and cultural topics can pose challenges in English language teaching classrooms. These sites represent linguistically diverse settings housing distinct ideologies. This article documents classroom interactions that began with exposure to a science fiction film and progressed to a discussion of contemporary sociopolitical concerns that resonated with ELLs. Drawing on this case study, the article explores how an instructor and her ELL students addressed sociopolitical topics in a science fiction–themed classroom. The author analyzes student–teacher and student–student interactions in the classroom and the instructor’s subsequent self-reflection. Findings suggest that, when adopting intellectually stimulating materials that foster ELLs’ agency in learning, teachers need scaffolding to meaningfully incorporate such tools into a critical pedagogical approach.

LEARNERS’ ATTITUDES TOWARDS PORTFOLIO ASSESSMENT: A STUDY ON ELT AND ELL STUDENTS

<p>The current study set out to define ELT and ELL students' attitude towards portfolio assessment in academic writing and to define the positive and negative aspects of portfolio assessment along with the aims to define their preferences on choosing portfolios versus traditional pen-and-paper tests. The sample of this study consists of 49 students studying English Language Teaching (ELT) and English Language and Literature departments at Tokat Gaziosmanpaşa University in the second term of academic year 2021-2022. Study was conducted using survey research design; a Likert scale questionnaire and one-on-one interviews in order to collect data on attitudes towards Portfolio Assessment. The results of the final analysis showed that participants are competent about the content of portfolio assessment and the portfolio sharing activities offer learners the chances to learn good English with the help of acquired technics from their classmates. According to participants, self-evaluation, peer-evaluation, active participation and language skills development were considered as advantages of portfolio Requiring much time, reliability and validity issues and neglecting listening and speaking skills were among the disadvantages of portfolio assessment. Moreover, the subject participants of current study mostly prefer to be evaluated by portfolio assessment rather than the traditional paper-pen tests.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0910/a.php" alt="Hit counter" /></p>

Universal Screening to Detect Emotional and Behavioral Risk Among English Language Learners

Universal screening for emotional and behavioral risk (EBR) within K–12 schools can identify students who might benefit from interventions within Multitiered Systems of Support. As few studies have examined emotional and behavioral risk levels for English Language Learners, the present study used a brief behavior rating scale to examine EBR rates among elementary-aged ELLs and non-ELLs as rated by their classroom teachers. EBR was also examined according to students’ language classifications (i.e., Initial Fluent English Proficient [IFEP], Reclassified, ELL, or English-Only) and gender. Study results demonstrated no relationship between student’s ELL status or language classification and the identification of EBR. However, a significant relationship was found between gender and the identification of EBR among all students, where a higher number of males demonstrated EBR. In addition, students’ reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavioral concerns. Implications for practice and future research are discussed. Impact Summary The current study provides initial evidence demonstrating that student levels of English language proficiency does not differentially contribute to the identification of students with emotional and behavioral risk using a universal behavior screening measure in an elementary student sample. A logistic regression analysis determined students’ reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavioral concerns.

Early Literacy Intervention for Culturally and Linguistically Diverse Students with Varying English Language Proficiency Levels

Objectives: This study examined the effectiveness of Sound Partners, an evidence-based early literacy intervention program, with culturally and linguistically diverse elementary students within an applied Response to Intervention (RTI) system. Method: Participants (n = 11) with a range of English language proficiency (ELP) who spoke English, Hmong, Khmer, or Nepali as a first language were recruited based on indicators of high academic risk displayed during the participating school’s universal literacy screening process. Three replications of a randomized multiple baseline single case research study were conducted to assess the effectiveness of Sound Partners in three groups: those with lower ELP, middle ELP, and native English speakers. Progress monitoring of early literacy skills occurred weekly across baseline and intervention phases. Results: Visual analysis results supported two intervention effects: PSF effects in the low ELP replication and LSF effects in the native English speaker replication. Supplemental statistical analyses were conducted to describe the magnitudes and variations of effect sizes. Conclusion: Results suggest that key factors related to heterogeneity within the diverse population of ELL students, such as ELP levels, must be carefully considered when implementing RTI. Supplemental data for this article is available online at https://doi.org/10.1080/15377903.2021.1953660.

Using Interactive Notebooks to Help ELL Students Find Confidence in Writing

Writing can be a challenge for students whose first language is not English. The number of English Language Learners in the United States is increasing exponentially year after year. Educators can easily find themselves overwhelmed and unsure how to help these students with their understanding and ease of use with English. ELLs may find it difficult to write in their non-native language. Due to this issue, these students can lack a sense of confidence in writing if they are not given the adequate support needed to achieve this task. The use of interactive notebooks is a simple, strategic tool to help guide and scaffold learning in the 21st century classroom in all subject areas.

Engaging with ELL Students in Their Personal Writing

I am currently a student teacher at a charter school in Philadelphia, Pennsylvania. My class is a self-contained 7th and 8th grade ELL classroom, where the cooperating teacher (CT) teaches all content classes. In English Language Arts (ELA) this month, students were assigned to write a personal friendship story. Prior to writing, students were asked to fill out a graphic organizer with three columns: (1) My Friends, (2) Places I have Friends, and (3) Things I like to do with Friends.

Exploring the Impact of a Community School Reform Initiative on the Literacy Achievement of Middle Level English Language Learners

Inequitable learning opportunities are a leading contributor to the persistent literacy achievement gaps evident between historically marginalized students and their more affluent peers. This study investigated the impact of a community school reform effort in an urban middle school. The community school initiative focused on meeting the complex academic and non-academic needs of newcomer (i.e., immigrant and refugee) students and families. The researchers compared the community school students to a propensity score-matched group and found that the community school students significantly outperformed the comparison group in English language arts (ELA) from Grade 6 to 8 and had significantly fewer course failures in Grade 8. Results of this study also indicate the promising contributions community school wrap-around services lend to reducing the literacy learning gap between ELL students and their non-ELL peers in the middle grades.

An Examination of the Use of a Vocabulary Instruction Strategy (Content Acquisition Podcast) on the Vocabulary Comprehension of Students, Through the Use of Action Research Methods

Academic vocabulary is a strong indicator of a student’s ability to learn subject content. Subject mastery is a strong predictor of academic achievement. Academic vocabulary comprehension is a critical component of academic success that is required for making meaning of new information, and demonstrating mastery of academic concepts through the construction of meaningful, articulate assessment responses. Repeated exposures to academic vocabulary and multiple opportunities to practice using academic vocabulary are likely integral to the ability to use academic texts in a meaningful way (Townsend, Filipinni, Collins, & Biancarosa, 2012). This paper reports of an examination of the effect of the use of CAPs (Content Acquisition Podcasts) on vocabulary acquisition among two groups of students, both inclusive, both including ELL students, by two student researchers.

The awareness of ELL students about their 21st century skills

This study investigates the 21st century skills of the third and fourth year students studying at the Department of English Language and Literature of two Turkish state universities. Additionally, this study reveals the levels of the 21st century skills of these students. To this end, a case study has been designed and conducted with 158 ELL students and 20 lecturers of the same department. The study has been conducted throughout the 2019-2020 academic year. In this study we review the related literature and we have chosen the two appropriate research instruments to collect the data. These instruments include a survey questionnaire for the students and a survey questionnaire for the lecturers are used to investigate the 21st century skills of ELL students. The quantitative analysis of the data reveals that the students in these ELL departments are aware of their own 21st century skills. Another conclusion of this study demonstrates that although most of the students stated that they already use most of the 21 century skills, the lecturers do not readily approve of them. The lecturers stated that the students did not use different thinking techniques to create original ideas in their lives, evaluate new ideas by using analysis, work patiently to produce solutions to the problems, and the students did not take steps to improve their skills. Additionally, the lecturers disagreed with the statements that the students listened to other’s opinion about a subject, had effective communication skills, adapted to different roles in their lives, were open to criticism, knew that learning was a lifelong process, knew that media was effective in directing people’s opinion, used appropriate media tools to get information and used technological tools to analyse information.

A Narrative Inquiry into a Newcomer School Principal’s Professional Development for ELLs

This paper employs narrative inquiry (Clandinin & Connelly, 2000) as the methodology to uncover a school principal’s experiences and perceptions related to ELL teacher professional development. It recognizes educators’ personal practical knowledge as the greatest driving force in their professional growth. Through reflecting on her professional development experiences and narrating her personal practical knowledge in action, this study has provided some practical considerations in designing and enacting ELL teacher professional development. More often than not, teacher professional development focuses on the “best practices” and “research-based programs,” but provides little input from the recipients about their experiences and perspectives. This study strives to break this prevalent model of professional development by gearing towards how an educator/administrator perceives the problems in teacher professional development for ELLs and how to best address their problems. It is hopeful that this study will shed important light on how to construct positive professional development that benefits teachers and ELL students both theoretically and practically.

Efficacy of the Alabama Math, Science, Technology Initiative (AMSTI) on Math, Science, and Reading Achievement: A Report of a Quasi-Experiment in Alabama

This report provided the AMSTI team with the school sites we identified as having the most successful AMSTI outcomes for ELL students. Their further investigation of these schools, referred to as model AMSTI ELL schools, should provide key information for tailoring AMSTI training to support all learners. This study replicated the results of the 2012 study by finding a positive impact of AMSTI for students on the ACT Aspire reading assessment equivalent to 2 percentile points. This analysis used students of AMSTI-trained science teachers, as the training purposely integrates reading and writing practices into the science modules. We also investigated the impact of AMSTI on early-career teachers, and found positive impacts of AMSTI for partially-trained math teachers and fully-trained science teachers. The sample of teachers for this analysis was those in their first three years of teaching with varying levels of AMSTI training.

Using Padlet and S.M.A.R.T. Goals to Enhance Reciprocal Teaching Strategy: Success for English Learners

A teacher-researcher spent the year in Slovakia teaching English to high school students. Reciprocal Teaching Strategy (RTS) was implemented to engage the students in discussing their reading. RTS is a research-based, highly effective strategy encouraging students to participate at a higher level of thinking. It is aimed at increasing students’ overall comprehension of the text being read but also challenging the reader to construct deeper inferences, arguments and ideas. When the students used the strategy while reading a text, they also had the luxury of working independently to become more metacognitively aware while also leaning on peers to challenge thinking and clarify any confusing parts. To increase engagement for RTS, Padlet, a web-based tool, was used for the students to write about their RTS roles, goals, and quality of responses to peers. Because Padlet lends itself well to shorter responses, the ELL students viewed the writing as less threatening while we, as facilitators and researchers, could respond to their writing with probing questions, praise points and teach points. Students set S.M.A.R.T. goals to improve the quality of work in the RTS groups.

The Politics of K–12 Local Control Funding and Accountability for Latinx and ELL Students: Lessons Learned From California

Historically, education scholars have underscored the notion that education and politics are implicitly and explicitly intertwined (Chubb & Moe, 1990; Tyack, 1974). Accordingly, policies are viewed...