English Language Learners' Perceptions of School Environment

Rodríguez, Diane; Ringler, Marjorie C.; O'Neal, Debbie; Bunn, Kelley

doi:10.1080/02568540909594678

Cited by 12 publications

(14 citation statements)

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“…Schunk and Ertmer (2000) stated that self-regulation increases self-efficacy and motivation in learning, ultimately, improving academic achievement. Many ELLs have low self-efficacy and a passive attitude despite their potential (Konrad et al, 2007;Rodriguez et al, 2009). ELLs can increase their academic performance when their self-efficacy is enhanced through the use of self-regulation (Gersten & Baker, 2003;Konrad et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…While many researchers have investigated the importance of content vocabulary acquisition and optimal methods of instruction for ELLs (Gersten et al, 1998;Gersten et al, 2007), few have addressed the effectiveness of vocabulary instruction strategies with ELLs with learning difficulties who might need an intensive intervention (Chamot & O'Malley, 1994;Rodriguez, Ringler, O'Neal, & Bunn, 2009). Furthermore, while the use of self-regulation strategies by students with LD has been shown to be critical in enhancing their academic performance (Gajria et al, 2007;Konrad et al, 2007), its use by ELLs has received little attention (LeClair, Doll, Osborn, & Jones, 2009).…”

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confidence: 99%

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The Effects of Self-Regulation on Science Vocabulary Acquisition of English Language Learners With Learning Difficulties

Kim

Linan‐Thompson

2013

Remedial and Special Education

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This multiple-probe study examined the effects of self-regulation on the acquisition of science vocabulary by four third-grade English language learners (ELLs) with learning difficulties. The students were provided only direct vocabulary instruction in a baseline phase, followed by intervention and maintenance phases into which self-regulation strategies were incorporated. Analysis of data derived from quantitative measures of receptive and expressive vocabulary revealed participants performed significantly higher in the intervention and maintenance phases than in the baseline phase, indicating the positive effect of self-regulation on science vocabulary learning. Furthermore, in interviews, although the participants were positive in their evaluation of the intervention overall, they expressed a distinct preference for the use of self-regulation strategies. Implications for practice and further research are discussed.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

The Effects of Self-Regulation on Science Vocabulary Acquisition of English Language Learners With Learning Difficulties

Kim

Linan‐Thompson

2013

Remedial and Special Education

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“…According to the reciprocal-effects model (Marsh, 1990a; Marsh & Craven, 2006; Marsh & Martin, 2011), academic self-concept (i.e., students’ beliefs about their academic abilities) and achievement are mutually reinforcing such that higher levels of self-concept contribute to higher achievement and higher achievement contributes to more positive self-concept. The few studies that have examined academic self-beliefs among ELL children have yielded inconsistent findings in terms of how the academic self-beliefs of ELL children compare to those of non-ELL children in elementary school (e.g., LeClair et al, 2009; Rodriguez, Ringler, O’Neal, & Bunn, 2009). A recent study by Niehaus and Adelson (2013), using the same nationally representative sample as in the current study, showed that Spanish-speaking ELL children had higher academic self-concept than EP children in reading, mathematics, and general academics, but ELLs from Asian language backgrounds had higher academic self-concept than EP children only in mathematics.…”

Section: Important Student Outcomesmentioning

confidence: 99%

School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners

Niehaus

Adelson

2014

American Educational Research Journal

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This study examined the relationships among school support, parental school involvement, and academic and social-emotional outcomes for children who are English language learners (ELLs). The sample included 1,020 third-grade ELLs who participated in the Early Childhood Longitudinal Study (ECLS-K). Results from structural equation modeling showed that higher levels of school support predicted more parental involvement, more parental involvement predicted fewer social-emotional concerns for ELL children, and fewer social-emotional problems were linked to higher achievement scores. Contrary to expectations, results showed that ELL students had lower achievement and more social-emotional concerns when they attended schools that provided more support services. The authors discuss possible explanations for these findings as well as directions for future research and implications for policy and practice.

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“…In other words, learning environment and contexts play an important role that directly influences students' performance and achievement in school. Rodriguez, Ringler, O'Neal, and Bunn (2009) discovered that monolingual and ESL learners' perception of the same English learning environment were similar, suggesting that ESL learners adapt to an English environment without difficulties. Since the implementation of CBT involves creating a communicative language environment, it is worth exploring how far CBT improves Taiwanese young EFL learners' listening ability.…”

Section: Content-based Language Teaching and Testingmentioning

confidence: 96%

A Content-Based Approach to Teaching and Testing Listening Skills to Grade 5 EFL Learners

Chou

2013

International Journal of Listening

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English education has been officially incorporated into elementary-level education in Taiwan since 2001, with the key objective of reinforcing pupils' oral communication in class. Although oral interaction involves a degree of listening input from interlocutors, listening has unfortunately remained a marginalized area in Taiwanese elementary education. Little is known about how to improve young learners' listening comprehension and listening skills in Taiwanese contexts. The present study was carried out with 52 11-year-old elementary school pupils in Taiwan. An English course was designed to integrate pupils' listening skills into a content-based course with a series of tourism-related topics. The results showed that the teaching of listening skills could be integrated into the content-based course and certain listening skills were greatly improved. Also, the study has implications for designing a topic-based course for teaching and testing listening skills, as well as for developing listening and speaking abilities in young EFL learners. INTRODUCTIONIn Taiwan, English education was first officially introduced to elementary schools in 2001, starting with grade 5 (11-year-old) pupils, and has been extended down to grade 3 (8-year-old) since 2005. According to Chen and Tsai's (2012) review, English teaching in Taiwanese elementary education has three main characteristics: (1) a decentralized policy in which individual schools can decide the allocation of teaching resources and the selection of teaching materials, (2) an emphasis on the development of pupils' oral proficiency over reading and writing skills, and (3) a teaching goal of developing basic communicative skills in English and promoting understanding of foreign cultures. They noted, however, that although communicative skills were indeed emphasized in English education at elementary school level, listening skills in particular tended to be marginalized.Beall, Gill-Rosier, Tate, and Matten (2008), in their study on listening education in the United States, conclude that listening instruction and research into listening are quite rare in elementary and high schools.

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English Language Learners' Perceptions of School Environment

Cited by 12 publications

References 12 publications

The Effects of Self-Regulation on Science Vocabulary Acquisition of English Language Learners With Learning Difficulties

The Effects of Self-Regulation on Science Vocabulary Acquisition of English Language Learners With Learning Difficulties

School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners

A Content-Based Approach to Teaching and Testing Listening Skills to Grade 5 EFL Learners

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