An analysis study of English writing of elementary school 6th grade English language learners using Coh-Metrix

2016 ◽  
Vol 17 (3) ◽  
pp. 263-287
Author(s):  
Sojung Kim ◽  
◽  
Moongee Jeon ◽  
2016 ◽  
Vol 9 (9) ◽  
pp. 52
Author(s):  
Chia-Pei Wu ◽  
Huey-Ju Lin

<p>This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test results revealed no significant association between learning strategies and English writing anxiety. The common learning strategies utilized by participants were compensation, social, memory and mixed strategies. The interview data indicated that ELLs suffered considerably from writing anxiety. Coping strategies of highly anxious ELL of each learning strategy group is also reported. However, further studies of larger populations and comparison of different ethnic groups as well as quantitative statistics analyses are needed.</p>


2006 ◽  
Vol 14 ◽  
pp. 13 ◽  
Author(s):  
Wayne E. Wright ◽  
Daniel Choi

This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of education for ELLs in Arizona.


Dialogue journal writing is a tool utilised in the teaching of writing that allows teachers to provide feedback and responses to students’ writing in a non-corrective manner. It is believed that this teaching tool can improve students’ overall writing ability. Over a span of 20 years of published studies, this systematic review will examine the effectiveness of dialogue journal writing on English language learners’ overall writing skills. A total of 692 English language learners (ELLs) in 1997 to 2019 are represented in the analyses across 19 studies; seven cases of action research, one case study and eleven experimental studies. Findings suggest that ELLs benefit from dialogue journal writing in terms of specific English writing skills both academically and socially. Implications for further study and practice are also discussed.


2014 ◽  
Vol 116 (4) ◽  
pp. 1-34
Author(s):  
Lucy Rader-Brown ◽  
Aimee Howley

Background/Context According to demographers, the number of English language learners (ELLs) in U.S schools has been increasing and is likely to continue to increase in coming years. For various reasons relating to language acquisition, cultural adjustment, and persistent discrimination, these students tend to experience academic difficulties. Improvement in their performance depends on teachers’ use of effective instructional strategies, but few surveys have investigated the extent to which teachers use such strategies or the conditions that encourage them to do so. Focus of Study This study addressed the following research questions: (a) To what extent do elementary content-area teachers use various research-based practices for teaching ELLs? (b) In consideration of appropriate statistical controls, to what extent are elementary content-area teachers’ professional training, attitudes, bilingualism, and their schools’ characteristics, singly and in combination, associated with their reported use of a set of research-based strategies for teaching English language learners? Participants Participants were a random sample of Ohio elementary school teachers (n = 419) in schools in the highest quartile of ELL enrollment. Research Design The current study surveyed elementary teachers in Ohio and then used multiple regression methods to identify significant predictors of teachers’ use of research-based strategies with ELLs. Findings Findings showed that teachers reported frequent use of research-based strategies, but their preference was for strategies recommended for all learners. They were less likely to use strategies specifically intended for ELLs. In addition, regression results showed that teachers’ attitudes and the percentage of ELLs in their schools were significant predictors of teachers’ use of research-based strategies—a positive predictor in the first instance and a negative predictor in the second. Ancillary analyses revealed that teachers’ years of experience and bilingualism, as well as the schools’ resources, were significant predictors of teachers’ attitudes toward ELLs, with more experienced teachers exhibiting more negative attitudes, and bilingual teachers and those in higher resource schools exhibiting more positive attitudes. Conclusions/Recommendations Findings point to the likelihood that continued efforts to prepare elementary school teachers to work with ELLs will entail the provision of additional resources to schools with large and increasing ELL populations. In addition, efforts to increase teachers’ use of research-based strategies with ELLs will involve professional preparation powerful enough to change attitudes. Instruction in a second language appears to be an approach that bears consideration.


2008 ◽  
Vol 92 (4) ◽  
pp. 733-758 ◽  
Author(s):  
Okhee Lee ◽  
Scott Lewis ◽  
Karen Adamson ◽  
Jaime Maerten-Rivera ◽  
Walter G. Secada

2002 ◽  
Vol 42 (2) ◽  
pp. 1-15
Author(s):  
Manuel Bello ◽  
Walter Fajet ◽  
Annis N. Shaver ◽  
Angela K. Toombs ◽  
Jeanne Shay Schumm

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