scholarly journals An Examination of the Use of a Vocabulary Instruction Strategy (Content Acquisition Podcast) on the Vocabulary Comprehension of Students, Through the Use of Action Research Methods

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Ashleigh Tomcics ◽  
Oriana Long-Auman ◽  
Lorraine A Munion
Keyword(s):  
Academic Success ◽  
Strong Predictor ◽  
Academic Vocabulary ◽  
Making Meaning ◽  
Ell Students ◽  
Academic Texts ◽  
New Information ◽  
Strong Indicator ◽  
Content Acquisition ◽  
Vocabulary Comprehension

Academic vocabulary is a strong indicator of a student’s ability to learn subject content. Subject mastery is a strong predictor of academic achievement. Academic vocabulary comprehension is a critical component of academic success that is required for making meaning of new information, and demonstrating mastery of academic concepts through the construction of meaningful, articulate assessment responses.  Repeated exposures to academic vocabulary and multiple opportunities to practice using academic vocabulary are likely integral to the ability to use academic texts in a meaningful way (Townsend, Filipinni, Collins, & Biancarosa, 2012).  This paper reports of an examination of the effect of the use of CAPs (Content Acquisition Podcasts) on vocabulary acquisition among two groups of students, both inclusive, both including ELL students, by two student researchers.

scholarly journals Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

scholarly journals English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

2012 ◽  
Vol 29 ◽  
pp. 25 ◽  
Author(s):  
Jim Cummins ◽  
Rania Mirza ◽  
Saskia Stille
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
School Administrators ◽  
Academic Learning ◽  
Esl Teachers ◽  
Ell Students ◽  
Literacy Engagement ◽  
Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

English Language Learners and School Belonging: Implications for School Counselor Practice

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983444
Author(s):  
Qi Shi ◽  
Jennifer Watkinson
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
School Counselor ◽  
English Language ◽  
School Personnel ◽  
School Belonging ◽  
Evidence Based ◽  
Student Needs ◽  
Ell Students

Using an evidence-based framework in a mixed-method study, we examined the needs of English Language Learners (ELLs) in a middle school in the eastern United States and identified strategic intervention approaches to enhance ELL students’ sense of school belonging to promote academic success. We illustrate how describing a problem as part of an evidence-based framework can lead to a targeted intervention for ELLs. When describing the problem, we considered intersectional social identity factors of ELL students. Problem description revealed how ELLs perceived their relationships with teachers, how school personnel viewed ELL student needs, obstacles to meeting ELL student needs, and current solutions. Suggested interventions focus on a culturally responsive bibliotherapy approach.

Trends in Children’s Academic Skills at School Entry: 2010 to 2017

2020 ◽  
Vol 49 (6) ◽  
pp. 403-414
Author(s):  
Megan Kuhfeld ◽  
James Soland ◽  
Christine Pitts ◽  
Margaret Burchinal
Keyword(s):  
Academic Success ◽  
Strong Predictor ◽  
Academic Skills ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
School Entry ◽  
Poverty Level ◽  
School Poverty ◽  
Nationally Representative ◽  
Using Data

Students’ level of academic skills at school entry are a strong predictor of later academic success, and focusing on improving these skills during the preschool years has been a priority during the past 10 years. Evidence from two prior nationally representative studies indicated that incoming kindergarteners’ math and literacy skills were higher in 2010 than 1998, but no national studies have examined trends since 2010. This study examines academic skills at kindergarten entry from 2010 and 2017 using data from over 2 million kindergarten students. Results indicate that kindergarteners in 2017 had moderately lower math and reading skills than in 2010, but that inequalities at school entry by race/ethnicity and school poverty level have decreased during this period.

Technological Communities of Learning: A Model for the Use of New Information Technologies by Indigenous Students

1997 ◽  
Vol 25 (1) ◽  
pp. 30-35 ◽  
Author(s):  
Nicola Yelland ◽  
Keith Gilbert ◽  
Nereda White ◽  
Jacki Smith
Keyword(s):  
Academic Success ◽  
Computer Technology ◽  
Word Processing ◽  
Information Technologies ◽  
Torres Strait Islander ◽  
Use Of Technology ◽  
University Of Technology ◽  
New Information ◽  
Torres Strait ◽  
Base Of Support

AbstractThis project was designed to enhance the academic success and profiles of Aboriginal and Torres Strait Islander students at the Queensland University of Technology (QUT) through increased proficiency and awareness of computer technology. The program attempted to establish a community of practice with technology, that focused on teaching and mentoring Aboriginal and Torres Strait Islander students by supporting their use of computer technology. Prior to this project, there was no sound base of support for encouraging the use of technology with this group of students in the university and thus they were reluctant and apprehensive about its use in their studies.Initially, we focused on the development of the students' proficiency in word processing so that they could apply their newly learned skills directly to their coursework and assessment in the specific degree that they were studying. Secondly, we introduced the students to the Internet and finally we assisted them with the location of information in the Library and from other sources. Consequently, the key notions of the project related primarily to improving the students' skills in writing, communications, and searching and accessing information.

scholarly journals Spanish L1 EFL learners’ recognition knowledge of English academic vocabulary: The role of cognateness, word frequency and length

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Raquel Perez Urdaniz ◽  
Sophia Skoufaki
Keyword(s):  
Academic Success ◽  
Word Frequency ◽  
First Language ◽  
Final Analysis ◽  
Vocabulary Knowledge ◽  
Outcome Variable ◽  
Academic Vocabulary ◽  
Efl Learners ◽  
Awareness Raising

AbstractAcademic vocabulary knowledge predicts students’ academic achievement across educational levels. English academic vocabulary knowledge is especially valuable because English is used in academia worldwide. Therefore, examining the factors that can predict English academic vocabulary knowledge can inform pedagogy, thus indirectly boosting students’ chances of academic success around the world. This study examines the extent to which cognateness, word frequency and length predict the ability of English as a Foreign Language (EFL) learners who have Spanish as their first language (L1) to recognise written English academic words. 38 Spanish L1 university students’ recognition knowledge of English cognates was measured via a Yes/No test containing words sampled from the most frequent 1,000 lemmas of the Academic Vocabulary List (Gardner and Davies 2014). 34 participants’ data were retained in the final analysis, a multiple regression with item facility (IF) as the outcome variable and word frequency, cognateness and word length as predictors. Most of the IF variance is explained by word frequency, followed by cognateness and finally a frequency by cognateness interaction whereby word frequency is more predictive of IF for non-cognates than cognates. These findings indicate that academic cognate-word awareness raising activities can be worthwhile. Implications for research and pedagogy are discussed.

scholarly journals ESL students’ perceptions of mobile applications for discipline-specific vocabulary acquisition for academic purposes

2021 ◽  
pp. 102-117
Keyword(s):  
Academic Success ◽  
Mobile Technology ◽  
Mobile Applications ◽  
Vocabulary Acquisition ◽  
Esl Students ◽  
Reading And Writing ◽  
Academic Texts ◽  
Assessment Tasks ◽  
Heavy Work ◽  
Do So

Undergraduates are often advised to expand their discipline-specific vocabulary in order to cope with the rigor of reading and writing academic texts. For the students studying in English-medium settings, it is in their interest to acquire vocabulary in their disciplines as this is vital to academic success. While students recognize the importance of discipline-specific vocabulary acquisition, they are typically unable to do so due to their heavy work on learning and assessment tasks. With the advent of mobile technology, one way to address this problem is to create vocabulary apps. To meet this need, this paper presents a gamified, discipline-specific vocabulary learning app Books vs Brains@PolyU. It was developed to help busy undergraduates to build a repertoire of the vocabulary across seven disciplines. We explored students’ perceptions and evaluation of this tool via interviews with sixteen student participants of the project. The results show that students found the tool useful and motivating, indicating the effectiveness of the app in helping busy undergraduates to build and expand their knowledge of discipline-specific vocabulary.

Can Online Education Be the Answer?

2017 ◽  
pp. 182-209
Author(s):  
Nilufer Guler
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Online Education ◽  
Language Learners ◽  
English Language ◽  
Online Discussions ◽  
Online Classes ◽  
Mainstream Teachers ◽  
Ell Students ◽  
Online Communities Of Practice

The number of English Language Learners (ELLs) is increasing rapidly in American schools, and mostly, they are enrolled in mainstream classes. This means that mainstream teachers have an important role in the academic success of these students. However, research on mainstream teachers and ELL students suggests that mainstream teachers may have negative perceptions of ELLs, and they may use the wrong approach to teaching these students, owing to their lack of knowledge in ELL education. This study aims to demonstrate how online classes on ELL education, and developing online communities of practice, might change mainstream teachers' methods of instruction of ELLs. The results showed that mainstream teachers significantly changed their perceptions and instructional strategies for teaching ELLs as a result of taking online classes, and particularly, online discussions had an important role in this change of perception. Some implications for developing online ELL education courses for pre-service and in-service teachers are also provided.

Teaching Reading to Culturally and Linguistically Diverse Elementary Students

2018 ◽  
pp. 196-214
Author(s):  
Nilufer Guler ◽  
Wendy Johnson Donnell
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Drop Out ◽  
Culturally And Linguistically Diverse ◽  
Ell Students ◽  
Drop Out Rate ◽  
Reading And Math

The number of English language learners is increasing rapidly in U.S schools. The academic success of these students is a national concern since ELLs lag behind their peers in reading and math, and they have high drop-out rate. Reading is one of the hardest topics for ELL students. This chapter analyzes some common reasons why ELLs lag behind their peers in reading classes, provides some solutions to overcome these challenges, and provides some implications to teach ELLs better for elementary teachers.

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