Boosting the Adult EFL literacy in Indonesian context: Revisiting the Universality of Schema Theory

This study explores the interplay of adult EFL learners’ reading ability and the universality of schema theory. The conceptual relationship between the two aspects are discussed in an attempt to provide better understanding of why this study is essential for Second Language Acquisition (SLA) audience, both the practitioners and the researchers. Content-based Instruction (CBI) and Traditional Instruction (TI) materials are applied to six groups of ESP (English for Specific Purposes) adult learners comprising Agriculture, Engineering and Economic classes which accommodate 25-27 students each. Utilizing classroom observation, the study reveals detail interactions which occur during the teaching and learning processes. The activation of schemata or background knowledge during the process of learning, specifically, reading skills is clearly shown in the CBI classes while such cognitive process does not seem to occur in the implementation of Traditional Instruction (TI) material. This leaves a substantial recommendation for future researchers and practitioners of SLA to incorporate schema theory in whatever design they are pursuing in relation to developing teaching instructions for Reading skills

Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs

The purposes of this dissertation are three-fold. The first purpose is to identify the effects of four different English as a Second Language/English as a Foreign Language (ESL/EFL) instructional strategies (graphic organizers, scaffolding, interactive read aloud, and leveled questions) on reading performance of English language learners (ELLs) across grade level, intervention duration, ESL/EFL environment, and sample size. The second purpose is to ascertain how frequently teachers should use these four strategies to enhance third-grade ELLs’ reading performance. The third purpose is to discuss how Project English Language and Literacy Acquisition (Project ELLA) curriculum can be modified to fit Taiwan’s English-language planning and education policy. To respond to the first purpose, a meta-analysis for quantitative synthesis was adopted to review and examine the effectiveness of the four instructional strategies on ELLs’ reading performance. For the second purpose, a multilevel path analysis using structural equation modeling was adopted to examine if teachers’ frequency of using these four instructional strategies moderates the relationship between ELLs’ reading performance on pretest and on posttest. For the third purpose, a case study was conducted to discuss incorporating Project ELLA into Taiwan’s English-language planning and education policy. The overall findings supported an educational belief that explicit instruction coupled with multiple instructional strategies is essential for enhancing ELLs’ reading performance. The findings further indicated that higher frequency of using multiple instructional strategies had a significant interaction effect on the relationship between ELLs’ reading performance on the pretest and the posttest. To conclude, the use of multiple instructional strategies is a key factor in predicting successful reading performance. To enhance ELLs’ performance in reading, teachers are strongly suggested to adopt multiple instructional strategies. When using these strategies, teachers should pay special attention to the frequency of use. A more frequent use of multiple instructional strategies should help improve ELLs’ reading performance. The four strategies combined with the curriculum of Project ELLA should strengthen Taiwan’s English-language planning and education policy

Teachers’ Use of Multiple Instructional Strategies: A Comparison of Reading Performance of Third Grade English Language Learners in ESL/Bilingual Programs

The purposes of this dissertation are three-fold. The first purpose is to identify the effects of four different English as a Second Language/English as a Foreign Language (ESL/EFL) instructional strategies (graphic organizers, scaffolding, interactive read aloud, and leveled questions) on reading performance of English language learners (ELLs) across grade level, intervention duration, ESL/EFL environment, and sample size. The second purpose is to ascertain how frequently teachers should use these four strategies to enhance third-grade ELLs’ reading performance. The third purpose is to discuss how Project English Language and Literacy Acquisition (Project ELLA) curriculum can be modified to fit Taiwan’s English-language planning and education policy. To respond to the first purpose, a meta-analysis for quantitative synthesis was adopted to review and examine the effectiveness of the four instructional strategies on ELLs’ reading performance. For the second purpose, a multilevel path analysis using structural equation modeling was adopted to examine if teachers’ frequency of using these four instructional strategies moderates the relationship between ELLs’ reading performance on pretest and on posttest. For the third purpose, a case study was conducted to discuss incorporating Project ELLA into Taiwan’s English-language planning and education policy. The overall findings supported an educational belief that explicit instruction coupled with multiple instructional strategies is essential for enhancing ELLs’ reading performance. The findings further indicated that higher frequency of using multiple instructional strategies had a significant interaction effect on the relationship between ELLs’ reading performance on the pretest and the posttest. To conclude, the use of multiple instructional strategies is a key factor in predicting successful reading performance. To enhance ELLs’ performance in reading, teachers are strongly suggested to adopt multiple instructional strategies. When using these strategies, teachers should pay special attention to the frequency of use. A more frequent use of multiple instructional strategies should help improve ELLs’ reading performance. The four strategies combined with the curriculum of Project ELLA should strengthen Taiwan’s English-language planning and education policy

Enhancing Comprehension through Close Reading and Text Based Discussions

This study explored the rate of change in student literary growth, through comparing their comprehension skills when close reading (CR) strategies were taught in isolation, compared to when these strategies were embedded within a text-based discussion (TBD). Research studies supporting TBDs as a way of supporting and strengthening comprehension are included. The Common Core State Standards (CCSS) are referenced since students are required to utilize texts as a resource within the CCSS. CR strategies embedded within a TBD are listed as one method designed to strengthen student comprehension skills (CCSS, 2014). Student progress was assessed in several ways to determine the effectiveness of TBDs. Data sources included STAR Reading assessment scores, graphic organizers, and weekly reading tests. Students participated in TBDs only during weeks five through eight. Their rate of growth from weeks five through eight were compared to their growth during weeks one through four. The results from my action research display that students became more careful and independent readers after I implemented the TBDS. Most students from the focus group were regularly observed referencing the text for support with their written and verbal responses. This positively transferred to their performance on assessments as well

A Mixed Method Study On The Role Of The Imagination In The Reading Comprehension Of Low-progress Adolescents

Founded on the importance of the imagination according to Greene (1995) and set by the Executive Summary of the 911 Commission Report, the mixed methods grounded theory study looks at a correlation between a set of instruction practices recognized by Egan (2008) for nourishing and developing the imagination and low-progress adolescent students’ comprehension. Descriptive data are provided on the school, students, teachers, and district where the study was conducted to illustrate the limitation and delimitations of the study. The study is limited to low-progress adolescent students as identified by the Florida Comprehensive Assessment Test and uses pre and post Florida Assessments for Instruction in Reading (FAIR) mandated and administered by Orange County to establish comprehension and determine statistical significance. Participant and non-participant observations are used to triangulate and co-triangulate data to determine the correlation between the frequency of select instructional practices and students’ comprehending as evidence by their FAIR reading and Maze scores. Observation of student performance suggests that attention to the implementation of the instruction practices of using poetry, text sets, and sensory stimulation has potential in nurturing low progress adolescent students’ imagination and strengthening their cognitive feed-forward mechanism. The data adds to the existing body of work on the interactive nature of reading (Rumelhart, 1994) by elaborating on low progress adolescent students’ ability to predict and anticipate; concluding that convergent and divergent thinking, making inter-textual connections, and creating mental models are necessary sub-factors to nourish the imagination and need to be taken into account in instruction to assist low-progress adolescent students in comprehending and developing a defensible interpretatio

The Role of Virtual Avatars in Supporting Middle School Students from Culturally and Linguistically Diverse Backgrounds on Science in After School Programs

Students who receive additional educational supports in afterschool programs were the focus of the investigation. This study was conducted to measure what effects a TeachLivE avatar, a mixed-reality virtual environment, used in combination with a video game, had on the activation of prior knowledge in science for students in rural middle school. The delivery of the biology science lessons on cell structures and processes were delivered using the video game, Cell Command. The TeachLivE adult avatar was customized as a biologist who spoke to students in the treatment group about science concepts prior to playing the science video game. Unexpected attrition rates and low numbers of participants in the targeted area of research providing consent affected the original research design to conduct the research study. Therefore, a pivot was made from the original research design. The initial target population was students with a learning disability who were culturally and linguistically diverse from low socioeconomic backgrounds in rural communities. By the end of the study, only one student with a learning disability consented and completed the study, with attrition rates in the original school approaching 90% due to various factors, which are discussed. Descriptive statistics were used to measure the effects between students in the control group who only played the Cell Command video game, compared to students in the treatment condition who played the Cell Command science video game, and had four, five minute conversations with a TeachLivE avatar. The analysis indicated varied differences between the treatment and control conditions. The analysis of a STEM-CIS survey, that measures career interests, sum means were included in the descriptive analysis along with the unique challenges presented in conducting research in a rural Title I school

Task-based learning to improve reading skills in senior students at "Mario Oña Perdomo" high school in San Gabriel, 2021- 2022

To compile TBL activities for the development of reading skills in senior students in "Mario Oña Perdomo” high school in San Gabriel, 2021-2022.Este proyecto de investigación exploró tanto elementos pedagógicos como de aprendizaje referentes a la lectura en inglés por medio de una plataforma online que emplea el aprendizaje basado en tareas (TBL). El grupo que participó en el proyecto fueron estudiantes de tercero de bachillerato en la unidad educativa Mario Oña Perdomo de quienes se ha determinado un nivel bajo de comprensión lectora en inglés. Este proyecto explora conceptos teóricos de la metodología TBL al igual su implementación dentro de las clases de inglés; así mismo describiendo técnicas para mejorar la comprensión lectora en la lengua extranjera que fueron adaptadas a una plataforma online. Los estudiantes primeramente participaron en una encuesta de índole cualitativa para determinar hábitos y preferencias de lectura, así como problemas varios relacionados a la lectura en inglés. Luego, se realizaron una entrevista tanto al vicerrector como docente de inglés de tercero de bachillerato de la institución respecto a aspectos pedagógicos y didácticos. A través de toda la información reunida se determinó que introducir una plataforma online para el desarrollo de la destreza lectora basada en TBL compone una adición innovadora que puede mejorar de manera significativa las habilidades lectoras en inglés de los estudiantes del colegio Mario Oña Perdomo.Maestrí

A systematic characterization of cognitive techniques for learning from textual and pictorial representations

Pictorial representations can play a pivotal role in both printed and digital learning material. Although there has been extensive research on cognitive techniques and strategies for learning from text, the same cannot be said for static and dynamic pictorial representations. In this paper we propose a systematic characterization of cognitive learning techniques that is founded on both theoretical and empirical research. The characterization relates the learning techniques to classes of cognitive processes as well as to textual and pictorial representations. We show how successful strategies for learning from both plain text and illustrated text are covered by the characterization. We also exemplify how the construction of new strategies for pictorial representations can be informed by the characterization