Learning For English Language Learners Research Articles

Role of English Language Proficiency Standards in Academic and Career Success in Iran

The aim of this paper is to examine the significance of English language proficiency standards in fostering academic and career success in Iran. The development of English language proficiency is intricately linked with the needs of Iranians for achieving their academic and professional goals. Notably, there is a growing interest in learning English language in Iran, like in the other countries, since it lies in the fact that English language, as a globalized language, plays a pivotal role in both academic achievement and career advancement. The study first delves into the English language proficiency standards, which include five levels, illustrating the diverse abilities exhibited by English language learners within each language proficiency level. Second, it explores the factors which have tremendous impacts on academic and career success in learning English language, with the aim of maximizing the effectiveness of English language learning for English language learners. Furthermore, it highlights the extensive array of English training courses available in Iran, conducted in educational institutions, which contribute significantly to enhancing English language proficiency among learners and optimizing English language learners’ perspective on the English language. Finally, the outcomes of this investigation indicate that the number of interested English language learners in Iran has been increasing in recent years, as they demonstrate a profound awareness and a deeper understanding of the global significance of the English language and recognize its transformative effects on their academic and professional success, thereby opening up vast opportunities for international communication and engagement.

Effectively integrating content and language learning for English language learners

Effectively integrating content and language learning for English language learners

Online Learning for English Language Learners During Covid-19 Pandemic in Muhammadiyah University of Surabaya

An existence of a government policy for study from home in the COVID-19 pandemic era has disrupted the conventional learning process. Online learning was an alternative that can overcome the problem of the spread of COVID-19 pandemic in universities. A purpose of this research was English language learners that needed online learning during COVID-19 pandemic in Muhammadiyah University of Surabaya. Learning English, especially in speaking skills, is an important skill in English as a foreign language (EFL). One thing that also influenced the behaviour of English language learners in the online learning model was Computer Self Efficacy (CSE). Students' confidence used computers that are also a success factor in online learning. This research was conducted at the medical faculty of the Muhammadiyah University of Surabaya. The method used descriptive qualitative. The subjects of this research were 80 students of the first semester students in medical faculty in Muhammadiyah University of Surabaya. This research showed the results that the implementation of the online learning model can provide many English learning activities independently at anywhere and anytime. The learning English online for students were very interesting. Therefore, it can be increased students' motivation to practice speaking in English. Keywords : English language learners, Online Learning, Computer Self Efficacy, Speaking Skill, Covid-19 Pandemic DOI: 10.7176/JEP/12-9-10 Publication date: March 31 st 2021

Supporting Science Learning For English Language Learners

This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students’ science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) non-threatening learning environments, opportunities for social apprenticeship and interaction. We provide insights into how science instructional practices supported ELs’ science and language learning. One key implication is that enacting these three principles of practice in students’ first language (Spanish), when less linguistic scaffolding is required, creates more opportunities to focus on disciplinary content and exploration of students’ ideas. The second key implication is that using open-ended questions and extending prompts and questions through exploration-based lessons was an effective way to support and guide ELs (and all students) to rich understandings of key concepts. A third key implication is that although teachers delivered instruction in two different languages, when they enacted these principles, they fostered student engagement and interest in science. Effective implementation of these practices outweighed the language of delivery.

The Significance of Teaching Academic English for English Language Learners

In this paper, we will discuss some topics related to supporting English Language Learners (ELLs) in developing their English as an academic language. Firstly, we describe the general issues of ELLs; including what languages are learned the most. Secondly, we provide some topics related to the effectiveness of instructional practice in ELs’ teaching, type of instructional practices to support ELLs including some topics related to using L1 and L2 in teaching, the importance of teaching English at the younger aged or Teaching English to Young Learners. Lastly, we draw upon some issues related to the effective practice of teaching and learning for ELLs especially the importance of academic language, in particular to the English language learners. In addition, in this paper we use the term of ELLs and ELs, refers to the English Learners since the English Language Learners has been changing to be just English Learners (ELs) recently.

Effectiveness of peer-mediated learning for English language learners: A meta-analysis

This manuscript reports the findings from a series of inter-related meta-analyses of the effectiveness of peer-mediated learning for English language learners (ELLs). Peer-mediated learning is a broad term that as operationalized in this study includes cooperative learning, collaborative learning, and peer tutoring. Drawing from research on interaction in second language acquisition, as well as from work informed by Vygotskian perspectives on socially-mediated second language learning, these meta-analyses synthesize the results of experimental and quasi-experimental studies. Included studies were conducted with language learners between the ages of 3 and 18 in order to facilitate comparisons to US students in K-12 educational settings. All participants were identified as ELLs, though learners in both English as a Second Language (ESL) and English as a Foreign Language (EFL) settings were included. Similarly, learners from a variety of language backgrounds were included in order to facilitate generalizations to the linguistic diversity present in US schools, and abroad. Main effects analyses indicate that peer-mediated learning is effective at improving a number of outcome types, including: language outcomes, academic outcomes, and social outcomes. Funnel plots and Egger’s regression analyses were conducted to examine the probability of publication bias, and it appears unlikely in most analyses. Moderator analyses were also conducted, where sample sizes were sufficient, to examine what measured variables were capable of explaining heterogeneity in effect sizes between studies.

Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project’s impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.

Development of a vocabulary instruction model for content and language integrated learning for English language learners in Bangkok

Development of a vocabulary instruction model for content and language integrated learning for English language learners in Bangkok

The development of a vocabulary instruction model for content and language integrated learning for English language learners in Bangkok

This paper presents a research project on content vocabulary instruction with a focus on the development of a model to improve vocabulary learning in a content language integrated learning (CLIL) environment. The model was based on Cronbachs 1942 and Stahl and Fairbanks 1986 theories of vocabulary learning which emphasise a progressive approach starting at a basic level and then an intermediate level and which culminates to a productive stage of specific vocabulary. The model also relates to the analysis of classroom discourse which highlights the importance of a student centered learning approach where emphasis is placed on encouraging students to progress more at their own pace and in their own time rather than the circumstances set by the teacher, in light of concerns over the amount of and frequent use of content vocabulary; while studying major theories in content area studies.

Leadership Practices to Support Teaching and Learning for English Language Learners

With a substantial increase in the numbers of English language learners in schools, particularly in countries where English is the primary use first language, it is vital that educators are able to meet the needs of ethnically and linguistically changing and challenging classrooms. However, despite the recognition of the importance of effective leadership for successful teaching and learning, there is a lack of research into leadership of English for speakers of other languages (ESOL). This article reports on a research project investigating leadership practices which support ESOL teaching and learning in two New Zealand schools, where English language learners are a minority in the classroom. A number of successful leadership practices for ESOL emerged, including establishing clear goals, enabling leaders to be role models, providing ESOL professional learning, and empowering teaching and learning for ESOL. A number of challenges to successful leadership were also revealed, such as the marginalisation of ESOL and a business as usual approach, with English language learners expected to fit into existing practices. This article concludes that as numbers of English language learners continue to grow in schools, a strong focus on developing leadership practices and capacity to support ESOL teaching and learning is essential.

Video Self-Modeling for English Language Learners

Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas literature offers excellent recommendations and models of instructional programs for these students, examples of practical applications to support their educational needs are few. Video self-modeling, little known in the English as a second language education field, shows promise in providing such support to ELLs. This article offers examples of ways in which video self-modeling can be integrated with culturally responsive instructional strategies for high school ELLs. The article describes projects that exemplify how video self-modeling has the potential to promote self-efficacy and rapid learning for ELLs in content areas such as language arts and mathematics.

Rompiendo el Silencio: Meta-Analysis of the Effectiveness of Peer-Mediated Learning at Improving Language Outcomes for ELLs

This article reports the results of a meta-analysis of the effectiveness of peer-mediated learning for English language learners. Peer-mediated learning is presented as one pedagogical tool with promise for interrupting a legacy of structural and instructional silencing of culturally and linguistically diverse students. Oral language (n = 13) and written language (n = 28) outcomes were analyzed, and main effects analyses indicate that peer mediation is highly effective at promoting both oral (g = .578, p = .000) and written language (g = .486, p = .000). A number of moderator analyses were conducted, and study-quality variables were the most important moderators across outcome types. Importantly, qualitative analysis of moderator variables provides tentative evidence that peer-mediation was more effective the more that students' L1 was used for instruction, and ELLs performed better in unsegregated environments where they had both language support services and access to native-English-speaking peers.

Developing pedagogical practices for English-language learners: a design-based approach

This study draws on the application of sociocultural theory to second-language learning and teaching to examine the impact of a design-based research approach on teacher development and literacy instruction to English-language learners (ELLs). Design-based research methodology was employed to derive theoretical suppositions relating to the process of learning as well as the means by which this process is supported. Our research questions were: (a) How will this professional development model result in shifts in teacher thinking about language and literacy learning for ELLs; (b) what innovations in teachers' repertoires of practice will be developed; and (c) in what ways will these shifts in teachers' thinking and innovations in their repertoire of practice bring about new forms of language and literacy learning? Our findings point to the need to place development in the forefront of teacher professional development models. Also foregrounded is the importance of promoting teachers' critical reflection on classroom practices and of creating hypotheses for pedagogical change vis-à-vis new understanding about students' linguistic, cognitive and academic needs.

Blending theories for instructional design: creating and implementing the structure, environment, experience, and people (SEEP) model

This article proposes an instructional design model for blended learning writing courses for English language learners (ELLs). It will do so by combining the main points of the cognitive load, activity, sociocultural, and transactional distance theories to present four tenets essential for optimal learning for ELLs: structure, environment, experience, and people (SEEP). To do so, this article will first review these four theories looking specifically at the ways in which theyinform the SEEPinstructional design model. The second section of this article will then makerecommendations for implementing and evaluating the SEEP model in instructional design practice for designing blended learning courses for this particular group. It is hoped that these principles can be used to inform the design of blended learning writing courses for ELLs, therefore improving teaching practices, and ultimately, increasing the effectiveness of the material.

Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning

This article presents data from a study examining secondary mathematics teachers’ and science teachers’ implementation of a language of instruction policy in Malaysia, which made English the medium for mathematics and science instruction. It explores the beliefs of math, science and language teachers, and how these beliefs influence their pedagogical practices in content-based language instruction classrooms. The study uses a mixed-methods approach for data collection and data analysis. Data is analysed using perspectives from content-based language teaching (CBLT) and from research on mathematics and science instruction for English language learners (ELLs). The results indicate that teachers’ beliefs about their respective roles as only content teachers or only language teachers limit students’ language learning opportunities. Factors such as curricular requirements, exam pressure and time constraints also shape classroom interactions, and have implications for student learning as well. The findings reveal the lack of collaboration between content and language teachers, and the need for sustained professional development concerning content and language integration for both groups of teachers. This study extends work on content-based language teaching to the previously unexamined Malaysian context. Its findings contribute to the ongoing work of improving instructional practices in content-based classrooms to integrate and maximize content and language learning for English language learners.