scholarly journals Modern English Drama and the Students’ Fluency and Accuracy of Speaking

2017 ◽  
Vol 10 (8) ◽  
pp. 69
Author(s):  
Kian Pishkar ◽  
Ahmad Moinzadeh ◽  
Azizallah Dabaghi
Keyword(s):  
Language Learners ◽  
English Language ◽  
Speech Rate ◽  
Oral Fluency ◽  
Ell Students ◽  
Positive Effects ◽  
Efl Students ◽  
Oral Communications ◽  
Teaching Learning ◽  
Mean Length Of Utterance

Speaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization. In teaching-learning processes, drama method may have some positive effects on ELL students’ speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students’ speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students, whose ages are between 19-25 (80 percent girls and 20 percent boys),of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students’ speaking fluency increased, whereas the students’ speaking accuracy decreased in some areas of speaking abilities and oral communications.

scholarly journals Developing English language learners’ oral production with a digital game-based mobile application

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0232671
Author(s):  
Zehua Wang ◽  
Feifei Han
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Mobile Application ◽  
English Language ◽  
Speech Rate ◽  
Digital Game ◽  
Oral Production ◽  
Positive Effects ◽  
The Mean

This study examined the effect of using a digital game-based language learning mobile application “Liulishuo” (speaking English fluently) to develop complexity, accuracy, and fluency of English monologic oral production among 30 English language learners in China. Monologic oral production was measured using the same narrative picture description task in pre- and post-tests. The learners followed the “Imitation of English Monologues” game 30 minutes each time, twice a week, for 20 weeks. The oral production was measured using six indices: the mean words per T-unit and lexical density (i.e., complexity), the mean repairs and errors per 100 words (i.e., accuracy), speech rate and the mean length of pauses (i.e., fluency). The paired sample t-tests showed that the participants produced more complex monologic speech, had significantly fewer errors, and increased speech rate, but the mean repairs and mean length of pauses remained unchanged. The unchanged repairs and pauses could be possibly due to the non-proceduralized linguistic knowledge in oral production, which may require a more extended period of treatment. Our study showed positive effects of using a digital game-based language learning mobile application on the improvement of complexity, accuracy, and fluency of English language learners in China’ monologic oral production with varying effects.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

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.

Ensuring Social Justice for English Language Learners

2021 ◽  
pp. 489-506
Author(s):  
Juan A. Rios Vega ◽  
Cecile M. Arquette ◽  
Hwa Lee ◽  
Heljä Antola Crowe ◽  
Jana Lynn Hunzicker ◽  
...  
Keyword(s):  
Social Justice ◽  
English Language Learners ◽  
Language Learners ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
English Language ◽  
Future Research ◽  
Credit Hours ◽  
Ell Students ◽  
Course Work

Bradley University's embedded English as a Second Language (ESL) endorsement program was first implemented during the 2015-2016 academic year. This program consists of eighteen credit hours of course work specified by the Illinois State Board of Education in order to prepare teachers to work with students who do not speak English as their first language. Now in its second year, early outcomes of the program are quite positive. This chapter describes the program and its development in detail, and analyzes the program's strengths and weaknesses, focusing especially on teacher candidates' knowledge of pedagogy and cultural awareness as it relates to social justice in education for English language learner (ELL) students. The chapter concludes with recommendations for programming and future research.

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.

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.

The Effects of the Initial English Language Learner Classification on Students’ Later Academic Outcomes

2017 ◽  
Vol 40 (2) ◽  
pp. 175-195 ◽  
Author(s):  
Nami Shin
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Regression Discontinuity ◽  
Language Learner ◽  
Elementary Grades ◽  
Regression Discontinuity Design ◽  
State Laws ◽  
Positive Effects

Despite federal and state laws and regulations that require states and local districts to provide English language learners (ELLs) with support services, prior research has indicated that ELLs are, in general, lagging behind non-ELLs in academic achievement. An unanswered question is whether the initial designation of students as ELL influences their later academic achievement and how. Using a regression discontinuity design, this study compares the outcomes for students near the cutoff for being initially classified as ELL and initially fluent English proficient (IFEP) students. Among students near the cutoff, the classification had significant positive effects on ELLs’ academic achievement in elementary grades and, to some extent, in the later grades.

scholarly journals Teaching Disciplinary Literacy to Adolescent English Language Learners: Vocabulary Development and Reading within the Disciplines

2020 ◽  
Vol 37 (1) ◽  
Author(s):  
Yingling Lou
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Paradigm Shift ◽  
English Language ◽  
Vocabulary Development ◽  
Disciplinary Literacy ◽  
Learning Needs ◽  
Literacy Teachers ◽  
Ell Students ◽  
Diverse Learning

Recent research on disciplinary literacy has called for a paradigm shift among secondary content teachers from perceiving themselves as disciplinary content transmitters to disciplinary literacy teachers who model and engage students in reading, writing, inquiring, and doing like experts within each discipline. How do content teachers incorporate disciplinary literacy and stay responsive to the unique and diverse learning needs of the adolescent English Language Learners (ELLs) who are integrated in the mainstream classes? Drawing on Moje’s (2015) 4Es framework and a translanguaging pedagogy, this paper presents a set of instructional practices to support content teachers in integrating disciplinary literacy within the disciplines to enhance adolescent ELL students’ learning in vocabulary development and reading. La recherche récente en matière de littératie dans toutes les disciplines appelle à un changement de paradigme chez les enseignants des différentes matières du secondaire pour se percevoir non plus comme des transmetteurs de contenu de la discipline mais comme des enseignants de littératie de la discipline qui servent de modèles et motivent les élèves à lire, écrire, se renseigner et à se comporter comme des experts à l’intérieur de chaque discipline. Comment les enseignants de contenu incorporent-ils la littératie dans leur discipline et restent-ils à l’écoute des besoins d’apprentissage uniques et variés des adolescents qui apprennent l’anglais (AALS) et qui sont intégrés dans les classes ordinaires? En s’appuyant sur le cadre 4E de Moje (2015) et sur une pédagogie translangagière, cet article présente une série de pratiques d’enseignement visant à soutenir les enseignants de contenu dans l’intégration de la littératie dans toutes les disciplines de façon à enrichir l’apprentissage des adolescents ASL en matière de développement du vocabulaire et de lecture.

Learner Autonomy and Vocabulary Development for Saudi University Female EFL Learners: Students’ Perspectives

2019 ◽  
Vol 11 (1) ◽  
pp. 166
Author(s):  
Norah Mansour Almusharraf
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Sense Of Self ◽  
Vocabulary Development ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Face To Face ◽  
Efl Students

This qualitative case study examined how female English language learners in the Kingdom of Saudi Arabia (KSA) realize learner autonomy, especially in the context of the learner’s meaning development via purposeful vocabulary acquisition. EFL students’ perceptions and applications of autonomous learning strategies for the purpose of English vocabulary development were investigated, as well as their adapted methods for learning English. Data collection included face-to-face semistructured interviews of 8 students from two different classrooms, classroom observations, participants’ reflections on specific English coursework, and English learning autobiographies. The findings revealed the students’ appreciation of the English language and showed how various autonomous learning methods developed their sense of self-possession.

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