scholarly journals Strategies of Successful English Language Learners

2017 ◽  
Vol 5 (2) ◽  
pp. 25
Author(s):  
Cynthia Ayu Purnomo ◽  
Gunarso Susilohadi ◽  
Dewi Sri Wahyuni
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Learning Problems ◽  
Data Display ◽  
Effective Strategies ◽  
Efl Context ◽  
Research Findings ◽  
Depth Interviews

<p>This article is aimed at reporting the research findings about learning problems and strategies used by a successful EFL learner although she has unfortunate conditions. The research was carried out in a high school in Boyolali. The sample of the research was one successful EFL learner with unfortunate conditions. Document analysis was based on learning achievements in Senior High School. It was used to determine the sample of the research. Meanwhile, in-depth interviews and observations were used to collect data about problems and strategies of the learner. The interviews were done with the learner, her English teachers, friends and parent. Data reduction, data display, conclusion drawing and verification were used to analyze the data. The analysis result shows that the learner uses some effective strategies for either solutions of problem or skills improvement. Besides, it can be seen that although the learner has some unfortunate conditions that may impede her to attain learning achievements in the EFL context, she shows that she is able to overcome her problems through strategy uses and become a successful EFL learner.</p><p align="left"> </p>

Impact of Repeatedly Failing a High School Exit Exam: Voices of English Language Learners

2016 ◽  
Vol 48 (3) ◽  
pp. 463-483 ◽  
Author(s):  
Louis J. Kruger ◽  
Chieh Li ◽  
Edward Kimble ◽  
Rachel Ruah ◽  
Diana Stoianov ◽  
...  
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Exit Exam ◽  
High School Exit Exam ◽  
High School Exit

scholarly journals How far can they go? : English language learners' math course taking in high school and school practices

2021 ◽  
Author(s):  
◽  
Jeong Mi Moon
Keyword(s):  
High School ◽  
English Language Learners ◽  
Longitudinal Study ◽  
Language Learners ◽  
English Language ◽  
Student Choice ◽  
Marginalized Students ◽  
School Practices ◽  
Prior Achievement ◽  
High Level

Over the last three decades in the U.S., schools have endeavored to provide more equitable access to rigorous courses, especially for racially or socioeconomically marginalized students, and increased those students' participation in higher level courses. Despite such improvement, the gaps in high level courses enrollment among racially or socioeconomically different student groups still remain with those marginalized students underrepresented in the high level courses. The present study focused on another marginalized group of students, English language learners (ELLs) and sought to identify school practices that may improve ELLs' access to advanced math courses in high school. Using the High School Longitudinal Study of 2009, the present study examined three key school practices in association with ELLs' taking advanced math: i) student choice-based math placement policies, ii) math encouraging programs for underrepresented studentudy found that only math PLCs had a statistically significant association with the probability of taking advanced math courses, net of prior achievement and other student- and school-level factors. The math PLCs examined here represented a collaboration among math teachers to learn effective teaching methods and discuss their teaching/learning belief for students including ELLs or under-performing students. It found no differential effects of school practices and ELLs' taking advanced math courses, the main focus of this study. However, the findings indicate that ELLs can also benefit from high quality math PLCs as much as other students. The key finding of the present study suggests the possible area that school leadership and educators should develop to improve students' access to advanced math courses net of their prior achievement. Particularly for ELLs, the finding suggests that training content area teachers may help ELLs more readily access academicarformance. Most importantly, considering taking advanced math in high school is a critical issue for ELLs in regard to their participation in the STEM (science, technology, engineering, and mathematics) workforce in the future, there should be more research that explicitly investigates school policies and practices that may facilitate ELLs' access to higher level courses in high school. keywords: English language learners, High School Longitudinal Study of 2009, math professional learning communities, student choice, advanaced math

Adolescent English language learners’ digitally mediated multimodal compositions: multimodal enactment across different genres of writing in the EFL context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joohoon Kang
Keyword(s):  
English Language Learners ◽  
High School Students ◽  
Language Learners ◽  
English Language ◽  
Multimodal Texts ◽  
Content Type ◽  
Creative Processes ◽  
Efl Context ◽  
Multimodal Composing ◽  
Multimodal Compositions

Purpose This paper aims to investigate adolescent English as a foreign language (EFL) learners’ digitally mediated multimodal compositions across different genres of writing. Design/methodology/approach Three Korean high school students participated in the study and created multiple multimodal texts over the course of one academic semester. These texts and other materials were the basis for this study’s qualitative case studies. Multiple sources of data (e.g. class observations, demographic surveys, interviews, field notes and students’ artifacts) were collected. Drawing upon the inductive approach, a coding-oriented analysis was used for the collected data. In addition, a multimodal text analysis was conducted for the students’ multimodal texts and their storyboards. Findings The study participants’ perceptions of multimodal composing practices seemed to be positively reshaped as a result of them creating multimodal texts. Some participants created multimodal products in phases (e.g. selecting or changing a topic, constructing a storyboard and editing). Especially, although the students’ creative processes had a similarly fixed and linear flow from print-based writing to other modalities, their creative processes proved to be flexible, recursive and/or circular. Originality/value This study contributes to the understanding of adolescent English language learners’ multimodal composing practices in the EFL context, which has been underexplored in the literature. It also presents the students’ perspectives on these practices. In short, it provides theoretical and methodological grounds for future L2 literacy researchers to conduct empirical studies on multimodal composing practices.

The Pitfalls and Promises of Electronic Portfolio Assessment With Secondary English Language Learners

2018 ◽  
pp. 111-130
Author(s):  
Hyesun Cho
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Portfolio Assessment ◽  
Electronic Portfolio ◽  
Secondary English ◽  
Hybrid Identities ◽  
Teachers And Students ◽  
Language Classrooms

This chapter discusses the pitfalls and promises of electronic portfolio assessment for English language learners in high school classrooms in the United States. In a three-year federally funded program designed to improve academic performance among culturally and linguistically diverse students at an urban high school in Honolulu, Hawaii, the author implemented electronic portfolio assessment (EPA) into academic English and heritage language classrooms. This chapter delineates how EPA was developed to enhance academic and linguistic abilities of adolescent ELLs while embracing their multifaceted and hybrid identities. It also presents both challenges and benefits that teachers and students experienced in the process of EPA. It concludes with suggestions for developing and implementing EPA for English language learners in similar contexts.

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