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High-performing English learners’ limited access to four-year college
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The practices of exemplary teachers of poetry in the secondary English-language arts classroom
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What Influences the Effect of Texting-Based Instruction on Vocabulary Acquisition?: Learners’ Behavior and Perception
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In: Literacy, Language, and Culture Faculty Publications and Presentations (2018)
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English Transition Courses in Context: Preparing Students for College Success
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Griffin, Sarah. - : Community College Research Center, Teachers College, Columbia University, 2018
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“It’s Dangerous to Go Alone”: An Autoethnography of College English Students Reading Video Games as Texts
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Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos
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In: Reading Research Quarterly, vol 53, iss 4 (2018)
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Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?
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In: Stillwell, Christopher. (2018). Active Learning for International Student Users of English as a Second Language in Higher Education: Help or Hindrance?. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/4tp5s6pk (2018)
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Abstract:
In STEM fields of higher education, complex content and low rates of student persistence have led to the use of active learning practices to help students engage with and understand course material. Although research indicates that these practices are generally effective, there is cause for concern that they may be ill-suited to second language users of English who are international students (ISs), particularly if these students prefer traditional instruction or lack confidence in their speaking skills. To investigate this concern, this mixed-methods, classroom-based study examines the case of a large undergraduate introductory biology course characterized by the use of such active learning components as open discussion, clickers, peer instruction, small group work, and collaborative quizzes, all supported by a highly structured course design and multiple online and face-to-face supplementary resources. Course enrollment included dozens of first-year ISs, many of whom were from China. Drawing on institutional data, grades, survey responses, interviews with students and instructional staff, field notes, and other data, this study investigates the impact of active learning on ISs’ content and language development. Comparison of grades reveals that ISs performed approximately as well as their non-IS peers in this context, but multiple linear regression analysis shows that ISs’ grades were low relative to their non-linguistic academic ability as represented by their SAT math scores. Language skill appeared to have had an impact on their achievement, as there was a significant positive relationship between IS’s TOEFL scores and their grades. Constructivist analysis of open-ended data suggests that ISs generally found active learning beneficial, but that reluctance to speak could impact their participation. They reported that the greatest language challenges were related to vocabulary, speaking, and reading, and that such course components as pre-lecture lists of key terms, supplementary reading guides, peer instruction, and collaborative quizzes helped them learn the content and develop language skills. In addition, Chinese students accessed valuable extra-curricular support within their L1 community by communicating via the social media app WeChat. Taken together, the analysis suggests that active learning practices hold potential benefits for ISs, but that adaptations may be necessary to maximize their effectiveness.
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Keyword:
active learning; classroom-based research; Education; English as a Second Language; higher education; international students; STEM
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URL: http://www.escholarship.org/uc/item/4tp5s6pk
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Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text
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In: Aragon, Maria Jose. (2018). Reading under the Common Core: Latinx Students’ Agency and Meaning-Making Practices in Peer Discussions about Text. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/79g2d3t7 (2018)
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Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity
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In: Canillas, Jennifer. (2018). Untapped Resources: Students at Risk of Becoming Long Term English Learners and Identity. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/8219c776 (2018)
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Acquisition of Second Language Prosody and the Role of Prosody in Discourse: A Study of English Speakers’ Korean and Korean Speakers’ English
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Lee, Heeju. - : eScholarship, University of California, 2018
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In: Lee, Heeju. (2018). Acquisition of Second Language Prosody and the Role of Prosody in Discourse: A Study of English Speakers’ Korean and Korean Speakers’ English. UCLA: Asian Languages & Cultures 00A9. Retrieved from: http://www.escholarship.org/uc/item/0mz329t3 (2018)
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Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough
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In: Estrada, Peggy. (2018). Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough. American Educational Research Journal, 55(2). UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/6wh423bk (2018)
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The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma
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In: Cano, Sandra E. (2018). The Sobrato Early Academic Language (SEAL) Model: Con cultura e idioma. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/2k53b8nd (2018)
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Long Term English Learners: Success for Some
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In: Casillas, Jacqueline. (2018). Long Term English Learners: Success for Some. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/1vd9p1v6 (2018)
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Exploring Charter High School English Teachers’ Perceptions of College-Ready Literacy
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In: Her, Yer Kathy. (2018). Exploring Charter High School English Teachers’ Perceptions of College-Ready Literacy. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/5mk283jn (2018)
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Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932 (2018)
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Shades of Deeper Meaning: A Phenomenological Study of Dialect Variance among 21st Century Rural Midwestern High School Students
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1524672085289361 (2018)
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An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1530466162080381 (2018)
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Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893 (2018)
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Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study
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In: http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588 (2018)
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How Trustworthy is She? : Perception of International Students Toward International Peer Tutors in Writing Centers
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In: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525176509068285 (2018)
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