English Coursework Research Articles

Improving Student Access to and Teacher Training for Advanced Placement

The Advanced Placement Teacher Investment Program in Indiana (AP-TIP IN) program trains teachers to prepare students for college with rigorous math, science, and English coursework using the College Board Advanced Placement Program®. The program's goals are to increase enrollment in math, science, and English Advanced Placement® courses, and increase the number of qualifying scores on AP® exams; subsequently, improved performance in these exams should lead to better postsecondary outcomes. We use comparative interrupted time series models to compare program schools and matched comparison schools and find that AP-TIP IN schools increased the proportion of students taking and passing AP exams, while post-secondary outcomes were similar to matched comparison schools.

First-Year International Students and the Language of Indigenous Studies

We advocate for the inclusion of Indigenous studies within first-year writing and academic English courses, particularly those taught to multilingual, international students. We argue that asking international students to learn about local and international Indigenous issues productively intersects with coursework in academic English. Our pedagogical approach emphasizes metalanguage and allows Indigenous studies and explicit language instruction to work in tandem, thereby recognizing the agency of Indigenous scholars and guiding non-Indigenous students in relation to it.

Research: Navigating Characters, Coursework, and Curriculum: Preservice Teachers Reading Young Adult Literature Featuring Disability

In this qualitative study, the authors explore how preservice teachers select, read, and imagine teaching representations of disability in young adult literature. Adding disability to the list of diversity categories can be problematic in that thinking about disability as a singular identity group ignores abling or disabling contexts and diversity within disability (Davis, 2011; Watson, 2002). However, findings indicate that preservice teachers may only see disability in the context of special education if representations of disability are not explicitly applied in English coursework using a disability studies lens (Dunn, 2014).

“I'm Trying to Beat a Stereotype”: Suburban African American Male Students’ Social Supports and Personal Resources for Success in AP English Coursework

Background African American male students attending U.S. suburban schools remain severely underrepresented in Advanced Placement (AP) programs. A number of structural barriers, including racialized tracking policies; limited referrals from educators and school counselors; conventional AP practices centered on Eurocentric curricula, literature, and pedagogies; and educators’ deficit mindsets toward Black masculinity, mitigate African American male students’ access to and success in suburban AP classrooms. Despite these sobering realities, African American male students have achieved success in AP English Language Arts coursework. Yet few researchers have investigated the multiple and complex forms of support to which African American male students attribute their successful performance in AP English coursework in suburban high schools. Purpose/Research Question In an effort to close opportunity gaps in AP English programs, the present study illuminates the social supports and personal resources that African American male students mobilized to earn exemplary grades (i.e., maintaining a grade of B- or higher, or 79.6% or higher out of 100%) in an AP English Language and Composition and/or an English Literature and Composition course, and earn a passing score on the formal AP exam (i.e., 3 or higher). Countering deficit-oriented research paradigms, we employed an anti-deficit achievement framework to (re)position young African American men as capable, motivated, and agentive learners who marshal complex supportive networks, as well as their own personal resources, to successfully learn academic literacies in AP English classrooms. Our inquiry was guided by the following research question: To what social supports and personal resources do young African American men who graduated from a suburban high school attribute their success in AP English coursework? Participants Eight young African American men who were enrolled in AP English coursework in a suburban Mid-Atlantic secondary school were the participants in this study. Participants were successful learners who received exemplary grades in an AP English class, were taught by the first author, and earned a passing score on an AP English exam. Participants’ ages ranged from 21 to 33 years, and all were attending or had graduated from a four-year college or university. Research Design The young men participated in one-on-one, in-depth interviews. Interviews probed the participants’ personal experiences in AP English, their perspectives in achieving success in the class and on the formal exam, and their recollections of the AP English curriculum, and were cross-analyzed for common sources of supports through multiple coding cycles. Findings The young men highlighted six sources of support that were integral to their AP English success. They described three sources of social supports—the wisdom, guidance, and caring that they received from family members, English teachers, and peers—that promoted their success in AP English. In addition, participants identified three types of personal resources—their own college aspirations, persistence in learning academic literacies, and racial consciousness—that inspired and motivated their high scholastic achievement in AP English. Conclusion By mobilizing the rich social supports and personal resources in their lives, African American male students have the resilience, courage, and the intelligence to enroll and succeed in AP English coursework. We suggest that suburban school administrators, school counselors, and teachers use open AP enrollment policies; work closely with and provide pertinent information to African American families; address students’ social emotional concerns; and ensure that AP English pedagogical practices are humanizing to improve the recruitment and retention of African American male students in AP English programs. Finally, we contend that educational scholars and practitioners must continue to engage in research and practice that nurture young African American male students’ social supports and personal resources for AP English success.

Perceptions and Application of Learner Autonomy for Vocabulary Development in Saudi EFL Classrooms

This qualitative case study explored how female English language learners in the Kingdom of Saudi Arabia (KSA) realize learner autonomy, especially in the context of the learner’s meaning development via purposeful vocabulary acquisition. EFL students’ perceptions and applications of autonomous learning strategies for English vocabulary development were investigated, and their adapted methods for learning English. Data collection included face-to-face semi-structured interviews of 8 students from two different classrooms, classroom observations, participants’ reflections on specific English coursework, and English learning autobiographies. The findings revealed the students’ appreciation of the English language showed how various autonomous learning methods developed their sense of self-possession, self-confidence, and learning outcomes. This study brings to light the necessity for further review of the role of EFL learners in developing the required skills for the English language.

Understanding Smartphone use Behavior among Distance Education Students in Completing their Coursework in English: A Mixed-Method Approach

ABSTRACT This study focuses on the use of smartphones by the Malaysian undergraduates from the school of distance learning to complete their coursework. Using a mixed method approach, this study conducted a survey and in-depth interviews to understand students’ smartphone use behavior. The study reported that students are using smartphones for academic purposes by creating opportunities for interaction, collaboration, creating content, listening, reading, viewing and browsing the web. Such activities have allowed students to consider personalized learning in completing their coursework. Also, the learning process is slowly moving from a pedagogical approach to a heutagogical approach. In sum, distance learning students are embracing smartphones to optimize the possibilities available to enhance their learning process. By understanding how distance educations students use smartphones, decisions can be made on how best to support them during their teaching and learning activities.

Teaching Behavior Analysis to Pre-service Teachers in their Nonnative Language: Does Method Matter?

Expanding the field of behavior analysis allows empirically validated practices to be more accessible for children impacted by autism, developmental disabilities, and behavioral challenges. However, even with the global advancement of applied behavior analysis (ABA) getting the science into the area where children spend most of their time, schools, can be a challenge. Professional development for teachers in the area of ABA has been previously investigated. However, incorporating ABA coursework into pre-service teacher training does not have a strong research base. Looking specifically at teaching ABA coursework in English to a group of speakers of English as a second language is even more novel. Therefore, the aim of this investigation was to use an alternating treatments design in an undergraduate pre-service teacher ABA elective course to evaluate the effectiveness and social validity of information delivery in two different formats: in-person lecture and online recorded lecture. The findings of the study did not show a difference in student course performance based on delivery method, but did show variations in preferences. Overall, the blended model of instruction proved effective in disseminating ABA to pre-service teachers in their nonnative language with promising reports for future usage.

Book Review: MLA Guide to Undergraduate Research in Literature

Though the Modern Language Association (MLA) is most known for their style guides, the MLA Guide to Undergraduate Research in Literature is part of a small collection of pedagogical treatises the MLA offers for literature and composition instructors, offering entry points to various foundations of most English coursework.

Program Design and the Development of Students’ Global Perspectives in Faculty-Led Short-Term Study Abroad

This study explores connections between design features of faculty-led short-term study abroad programs and resulting changes in students’ global perspectives. Over 2,000 students provided data for this study, completing the Global Perspective Inventory (GPI) before and after studying abroad. Results indicated that program features such as participation in an internship and opportunities for reflection are positively associated with global perspective development while abroad, whereas features such as number of students traveling together and coursework in English are negatively associated with such development. Given the increasing numbers of students who participate in faculty-led short-term abroad programs, research that provides evidence-based recommendations concerning program design is essential to enhancing global perspectives through study abroad.

Beyond Predictive Validity: A Mixed Method Study of Self-directed Developmental Education Placement at a Small Community College

ABSTRACT Colleges across the country struggle with determining the most appropriate means of placing students into math and English coursework. Most colleges utilize a single high-stakes standardized placement exam to assess incoming students and use strict cut-scores to determine students’ placement. However, the ability of these tests to accurately place students has been called into question. A small, but growing, number of colleges allow students to have more input into their placement through self-directed placement (SDP) policies, which are typically based on a self-assessment tool that asks students to reflect on their content-related practices, abilities, and beliefs or attitudes. This mixed methods research study explored the experiences of a small community college that implemented SDP as part of a larger multiple measures placement process. Data were examined through the lens of Messick’s conceptualization of validity and revealed evidence that both supported and challenged the validity of placement decisions made from SDP. When designing SDP instruments, we recommend that colleges ensure that SDP tools reflect the skills and knowledge that students need to be ready for the college-level courses at each particular institution, rather than relying heavily on SDP instruments developed by other institutions. We also recommend that colleges adopt a holistic approach to students’ self-assessment. Our findings indicate a need to consider a shift in the dominant conversation on placement methods from a focus almost exclusively on predictive validity toward a more comprehensive, and potentially more robust, holistic consideration of qualitative and quantitative validity evidence.

Improving Placement Accuracy in California’s Community Colleges Using Multiple Measures of High School Achievement

Objective: Standardized placement tests remain the primary means by which new community college students are assessed and placed in the hierarchy of math and English coursework. A growing body of evidence indicates that placement tests tend to underestimate students’ likelihood of achieving passing grades in college-level courses, leading to students being misplaced in developmental coursework, slowing their academic progress, and increasing their likelihood of dropping out of college. This article discusses the results of a statewide research effort to improve the accuracy of student placement in math and English in the California Community College system. Method: Decision tree methods were applied to high school and college transcript data to identify key measures of high school achievement that predict performance in nine levels of community college math courses (three developmental and six college level) and four levels of community college English courses (three developmental and one college level). Results: Cumulative high school grade point average (GPA) is the most consistently useful predictor of performance across levels of math and English coursework, and a higher GPA is necessary to signal readiness for college-level coursework in math than is necessary to signal readiness for college-level coursework in English. In addition, cumulative GPA combined with specific indications of progress in the high school curriculum is frequently useful for predicting performance in math among direct matriculants and for predicting performance in both math and English among nondirect matriculants. Conclusion: Drawing on the findings, placement rules that colleges can apply directly in their placement processes are developed and validated.

Learner Autonomy and Vocabulary Development for Saudi University Female EFL Learners: Students’ Perspectives

This qualitative case study examined how female English language learners in the Kingdom of Saudi Arabia (KSA) realize learner autonomy, especially in the context of the learner’s meaning development via purposeful vocabulary acquisition. EFL students’ perceptions and applications of autonomous learning strategies for the purpose of English vocabulary development were investigated, as well as their adapted methods for learning English. Data collection included face-to-face semistructured interviews of 8 students from two different classrooms, classroom observations, participants’ reflections on specific English coursework, and English learning autobiographies. The findings revealed the students’ appreciation of the English language and showed how various autonomous learning methods developed their sense of self-possession.

Ability Grouping in the Early Grades: Long-Term Consequences for Educational Equity in the United States

Background Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students’ diverse needs. Critics answer that this practice places students in divergent educational paths that reproduce educational and social inequalities. Despite the contested nature of ability grouping, research has yet to produce reliable longitudinal evidence to evaluate critics’ claims. Objective We examine the degree to which exposure to within-class grouping for reading instruction from kindergarten to third grade is predictive of students’ reading test scores and English coursework in the middle grades. Research Design We use multilevel achievement growth models predicting average reading achievement from kindergarten to eighth grade as a function of years of exposure in low, average, or high ability groups in kindergarten through third grade and control variables relevant to each grade. We evaluate the achievement differences between students who are grouped in these ability groups for one or more years and those who were never ability grouped. We use multinomial logistic regression models to estimate the degree to which number of years in each ability group in K–3 grades predicts placements in eighth-grade English classes (below grade or honors, as opposed to regular English classes). Data We use data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS–K), a national panel study of the 1998 U.S. kindergarten cohort sponsored by National Center for Education Statistics, U.S. Department of Education. Our sample consists of 7,800 students with data for fall of kindergarten, and spring of kindergarten and first, third, fifth, and eighth grades. Findings Compared with similar students who were ungrouped in the early grades, those in high-ability reading groups have higher test scores, whereas those in low-ability groups have lower test scores in every grade from kindergarten to the eighth grade. In addition, compared with their ungrouped counterparts, students in low-ability groups in the early grades are more likely to enroll in eighth grade English classes that are below grade level, whereas those in high-ability groups in these grades are more likely to enroll in honors eighth-grade English classes. Achievement gaps between previously grouped and ungrouped students increase with every additional year of exposure to ability grouping. Conclusions Students’ ability group placements in the early grades evolve into divergent educational paths that grow further apart with multiple years of grouping. These findings provide the first longitudinal evidence linking ability grouping to the reproduction of educational inequalities.

Using Data To Enhance Decision Making: Graduation Initiative 2025

The California State University launched its Graduation Initiative 2025 in January 2015 with a clear goal to increase graduation rates for our 475,000 students across all 23 campuses. The Graduation Initiative 2025 will add 100,000 more baccalaureate degree-educated citizens to California over the next ten years and begin to meet workforce demands. Increasing graduation rates, particularly for first-generation students, requires a strategic, data-driven approach. California State University, San Bernardino (CSUSB) faces particular challenges as 81% of our undergraduate population are first-generation college students, 63% receive Pell Grant, and 56% of incoming first-year students require some form of developmental coursework in English, math, or both. Data-driven decision-making must be used to focus graduation efforts. CSUSB organizes data regarding college readiness, and enrollment characteristics as preparedness have a direct influence on time to degree. Data on persistence and progress towards the degree are also important to track when examining graduation rates as it helps identify areas to improve. Finally, data on completion and post-graduation are indicators to track the progress of the initiative and meeting workforce demands.

Helping Hand or a Hurdle Too High? An Evaluation Of Developmental Coursework at Arkansas's Flagship University

High school graduation serves as an important gateway to increased professional opportunities. Not only does a high school graduate improve the national economy, a high school diploma is the key to opening the door to college. However, obtaining a high school degree does not necessarily ensure college readiness. In fact, many high school graduates are not prepared for college coursework, but still apply to and attend college in our college for all system. The class of 2013 saw only 38 percent of students test at a level considered prepared for college on the reading portion of the NAEP, but the problem is 66 percent of these students went on to enroll in college (Petrilli, 2016). In order to rectify this situation of unprepared students entering post-secondary education, colleges have implemented developmental coursework policies to prepare students for college-level coursework. Here, we add to the literature by examining the impacts of developmental coursework on students at Arkansas’s flagship public institution. We use a regression discontinuity design to examine multiple bandwidths of student-level observations for first-time enrollees from 2003-2014. The full sample includes 40,395 first-time enrollees for the time period of interest, 92 percent reported scores for each of the three ACT sections that determine recommendation for remediation. Using marginal effects to predict outcomes, we find that students recommended to developmental math courses are less likely to persist in college and less likely to graduate in 4 years after enrollment. We find that students recommended for developmental English coursework were more likely to persist into the second semester and year of college but were less likely to graduate in 4 years. We conclude that developmental coursework at the University of Arkansas, while having mixed impacts on students, could be due to the quality of student choosing to attend the state’s flagship institution and the state’s policies tied to opting-in and placing-out of developmental courses.

MERANCANG BAHASA INGGRIS UNTUK PROGRAM PENDIDIKAN GURU DI INDONESIA

This article aims at describing a sample of a syllabus design for teaching General English at the Department of Primary School Teacher Education in a university in Indonesia. The design is developed within the framework of relevant theories, such as syllabus design, language teaching and assessment. The syllabus focuses on the introduction of English language grammar. It is expected that the design can help the students of the department (henceforth refers to pre-service teachers or PSTs) to prepare themselves when enrolling into other English coursework units in the following semesters, as well as to teach English at the primary school levelin their future career as English language teachers. Keywords: English Language, Syllabus, Teacher Education

College Student Academic Motivation and Engagement in the College English Course

This research examined the relationship between student academic motivation and engagement in the college English course. Based on the current study on communicative language teaching, student academic motivation, and engagement, we hypothesized that student motivation in the English course could predict their engagement. We used the MUSIC model of academic motivation inventory (Jones, 2016b) to explore students’ course perceptions, and we added engagement items to the survey. The participants were 101 first-year college students who were enrolled in this English course. The descriptive statistics data presented the main problems the course in terms of empowerment, success, and interest. The stepwise regression results indicated that the components of empowerment and success in the MUSIC model predicted student engagement. The findings revealed that it is possible for Chinese college EFL teachers to use the strategies in the MUSIC model to redesign their instruction to motivate and engage their students in the English coursework.

Testing Our Assumptions

Methods that provide an early indicator of factors that affect student persistence are important to colleges and universities. This quantitative research focused on the role of level of entry mathematics and English and also on grades earned in those classes, as they relate to persistence after 1 year. The research showed that by far, the variable most predictive of first-time, full-time students enrolling 1 year later was earning a grade of “A” in English. Compared with those who did not pass their first English course, students who earned an “A” were 3 times more likely to persist. The variables which at least doubled the likelihood of persistence included earning an “A” or a “B” in mathematics, a “B” in English, and taking an English course beyond freshman English. While course level taken was significant, the course level effect paled compared with grades earned as a predictor. This effect—of grade earned being more important than course level—included remedial coursework in mathematics and English. In addition, obtaining a high grade in English was equally important for both science, technology, engineering and math and non-science, technology, engineering and math majors. Finally, students who took both mathematics and English courses during their first year were more likely to persist than students who did not take both subjects.

A Comparison of Adolescents’ Friendship Networks by Advanced Coursework Participation Status

Friendships serve as a source of support and as a context for developing social competence. Although advanced coursework may provide a unique context for the development of friendships, more research is needed to explore exactly what differences exist. Using the National Longitudinal Study of Adolescent Health and the Adolescent Health and Academic Achievement Study, we compared the friendship networks of students taking advanced mathematics and English coursework to those of similar nonparticipants. Groups were compared on the number of sent or received nominations based on students’ listings of friends, the presence and reciprocation of best friendships, and friends’ academic engagement and diversity. Controlling for background, advanced coursework participants had larger networks and more engaged friends than did nonparticipants. Small differences in age heterogeneity and in the likelihood of reciprocal best friendships with female friends were found in English course-taking. Participants’ networks were also somewhat less racially diverse.

Variability in GCSE Controlled Assessments Subject to High Levels of Control: Ipsos MORI’s ‘Evaluation of the Introduction of Controlled Assessment’ (2011) and its Implications for Controlled Assessments in English Literature

Controlled assessment (CA) was introduced as a valid and reliable replacement for coursework in GCSE English and English Literature assessments in 2009. I argue that CA lacks clear definition, typically mimics externally-assessed public examinations and, when interrogated through the Crooks eight-link chain model, is undermined by several threats to validity, reliability and fairness. This is evidenced by the professional experiences of CA stakeholders consulted by Ipsos MORI in their 2011 ‘Evaluation of the Introduction of Controlled Assessment’; the theoretical threats to validity that may arise during the administration, scoring, aggregation, generalisation, extrapolation, evaluation, decision and impact stages of CA events; and problems of perception concerning CA in English and English Literature that derive from competing purposes. I conclude that CA has not yet proved itself a valid, reliable and apposite replacement for coursework, and that further refinement is necessary if CA is to fulfil this purpose.