Accountability Groups to Enhance Language Learning in a University Intensive English Program

Autor/in	Lippincott, Dianna
Titel	Accountability Groups to Enhance Language Learning in a University Intensive English Program
Quelle	(2017), (120 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-4824-6
Schlagwörter	Hochschulschrift; Dissertation; Accountability; English (Second Language); Second Language Learning; Second Language Instruction; Intensive Language Courses; Higher Education; Mixed Methods Research; Classroom Research; Assignments; Interviews; Sociocultural Patterns; Learning Theories; Synchronous Communication; Cooperative Learning; Teaching Methods; Language Usage; Pretests Posttests; Student Attitudes; Student Surveys; Personal Autonomy; Vocabulary Development; Attendance; Control Groups; Language Fluency; Task Analysis; College Students; Comparative Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Verantwortung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Intensivkurs; Sprachkurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Assignment; Auftrag; Zuweisung; Interviewing; Interviewtechnik; Soziokulturelle Theorie; Learning theory; Lerntheorie; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Schülerverhalten; Schülerbefragung; Individuelle Autonomie; Wortschatzarbeit; Anwesenheit; Language skill; Language skills; Sprachkompetenz; Aufgabenanalyse; Collegestudent
Abstract	This mixed methods classroom research examined if accountability groups in the lower proficiency levels of a university intensive English program would improve students' language acquisition. Students were assigned partners for the study period with whom they completed assignments inside and outside of class, as well as set goals for use of language in their own context. Based in the ecological perspective and socio-cultural theory, activities reinforced social bonds, scaffolded the learning objectives in a communicative way, modeled the transfer of knowledge to the world outside the classroom, and allowed students to create new affordances in which to practice and use the language. Analysis of qualitative data from interviews, text messages, exit slips, and field notes, as well as quantitative data from student academic records, pre and post tests of curricular objectives, and pre and post attitudinal surveys, showed that students were developing a stronger sense of autonomy in their language learning. They viewed their peers and themselves as knowledgeable others, helping one another to learn vocabulary and structures in each student's zone of proximal development. Learner engagement in the treatment groups, as measured by classroom attendance, increased over a control group, as did overall grade averages in all courses. Students with no previous time in the program showed more improvement than those who had been in the program for at least one session prior. Students also showed increased fluency, as measured by the word count on a constructive task in the pre- and post-test of curricular objectives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01