Video-game based instruction for vocabulary acquisition with English language learners: A Bayesian meta-analysis

2020 ◽  
Vol 30 ◽  
pp. 100332
Author(s):  
Christopher G. Thompson ◽  
Sam von Gillern
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Meta Analysis ◽  
Based Instruction

Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

2019 ◽  
Vol 52 (3) ◽  
pp. 220-231 ◽  
Author(s):  
Caralyn Ludwig ◽  
Kan Guo ◽  
George K. Georgiou
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Reading Accuracy ◽  
Positive Effects

Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs’ reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students’ risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs’ reading accuracy ( d = 1.221) and reading fluency ( d = 0.802) and a moderate effect on reading comprehension ( d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs’ reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.

Using E-Books to Acquire Foundational Academic Vocabulary

2017 ◽  
Vol 53 (2) ◽  
pp. 88-93 ◽  
Author(s):  
Matthew L. Love ◽  
Tracy G. Spies ◽  
Joseph J. Morgan
Keyword(s):  
English Language Learners ◽  
Secondary Students ◽  
Language Learners ◽  
English Language ◽  
Content Area ◽  
Content Standards ◽  
Academic Vocabulary ◽  
Academic Challenges ◽  
Language Needs ◽  
Based Instruction

Secondary students identified as English language learners or with learning disabilities present diverse vocabulary and academic challenges related to their exceptional language needs. Limited academic vocabulary may hinder students in accessing academic content and serve as a barrier to achievement. The literature has documented the use of multimedia-delivered instruction as a support in the development of content area academic vocabulary. One such tool, electronic books (i.e., e-books), can be an effective multimedia resource used to supplement standards-based instruction and preteach content area vocabulary specifically designed for students with exceptional language needs. This article describes methods for analyzing content standards and developing differentiated e-books to preteach academic vocabulary to support students with exceptional language needs in acquiring foundational academic vocabulary. The selection and use of specific tools based on students’ academic and linguistic needs will also be illustrated.

Blending Video Games Into Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 75-89 ◽  
Author(s):  
Jonathan Newcombe ◽  
Billy Brick
Keyword(s):  
English Language Learners ◽  
Video Games ◽  
Language Learning ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Learning Opportunities ◽  
Language Learner ◽  
Game Based Learning ◽  
Learning Principles

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

scholarly journals Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review

AERA Open ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 233285841876740 ◽  
Author(s):  
Gabriel Estrella ◽  
Jacky Au ◽  
Susanne M. Jaeggi ◽  
Penelope Collins
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Science Achievement ◽  
English Language ◽  
Meta Analysis ◽  
Science Instruction ◽  
Inquiry Instruction ◽  
Differential Learning ◽  
Analytic Review

Despite being among the fastest growing segments of the student population, English Language Learners (ELLs) have yet to attain the same academic success as their English-proficient peers, particularly in science. In an effort to support the pedagogical needs of this group, educators have been urged to adopt inquiry approaches to science instruction. Whereas inquiry instruction has been shown to improve science outcomes for non-ELLs, systematic evidence in support of its effectiveness with ELLs has yet to be established. The current meta-analysis summarizes the effect of inquiry instruction on the science achievement of ELLs in elementary school. Although an analysis of 26 articles confirmed that inquiry instruction produced significantly greater impacts on measures of science achievement for ELLs compared to direct instruction, there was still a differential learning effect suggesting greater efficacy for non-ELLs compared to ELLs. Contextual factors that moderate these effects are identified and discussed.

scholarly journals Incidental vocabulary acquisition from documentary viewing: A study on the role of captions

2019 ◽  
Vol 1 (1) ◽  
pp. 75-96
Author(s):  
Marion Durbahn
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Relative Gains ◽  
L2 Vocabulary

This study investigated the incidental acquisition of second language (L2) vocabulary through the viewing of a 30-minute science documentary and the effect of captioning on this process. Thirty-four English language learners watched two documentaries (one captioned and one uncaptioned) and were then assessed on their knowledge of a set of words appearing in the documentaries. Results of the Vocabulary Tests (Form-recall/Spelling, and Meaning recognition) showed that documentary viewing led to significant acquisition of new vocabulary and that the captioning condition had a significant effect on this learning. Captioning boosted the gains on meaning recognition, form recall and spelling. Results indicated that relative gains in the captioning condition are 8% significantly higher than in the uncaptioned condition.

Supporting Math Vocabulary Acquisition

2009 ◽  
Vol 16 (4) ◽  
pp. 238-246
Author(s):  
Jennifer M. Bay-Williams ◽  
Stefanie Livers
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Struggling Readers ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Mathematical Vocabulary ◽  
Math Vocabulary

Learn when and how teachers can use rich mathematical vocabulary to develop and maximize students' learning, particularly English Language Learners and struggling readers.

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