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Correlational Study: English Languag...

Dudley, Michelle D.

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Correlational Study: English Language Arts Teachers' Implementation of Language Learning Strategies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Correlational Study: English Language Arts Teachers' Implementation of Language Learning Strategies./
Author:	Dudley, Michelle D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	170 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-04, Section: A.
Contained By:	Dissertations Abstracts International79-04A.
Subject:	English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10616989
ISBN:	9780355169935

Correlational Study: English Language Arts Teachers' Implementation of Language Learning Strategies.
Dudley, Michelle D.

Correlational Study: English Language Arts Teachers' Implementation of Language Learning Strategies. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 170 p.

Source: Dissertations Abstracts International, Volume: 79-04, Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2017.

This item must not be added to any third party search indexes.

There has been a cultural and linguistic shift in the United States causing a change in public school classrooms. If it can be demonstrated which language learning strategy (LLS) is most effective on increasing standardized state test scores for English as a Second Language (ESL) students, school administrators and educators may be able to re-evaluate ESL curriculum for ESL students. The guiding research questions for this study focused on how LLS implemented in the classroom predict standardized state testing as measured by Study Island Benchmark (SIB) scores for ESL students (N = 97) at a large, urban school district in Northeast Pennsylvania. This study implemented a quantitative, correlational study design. This study revealed that LLS did not predict SIB scores, while controlling for country of origin, F(6, 82) = 1.49, p = .193. However, compensation was a significant predictor (t = -2.21, p = .030). In addition, this study revealed that LLS did not predict or interact with SIB scores, F(13, 75) = 0.91, p = .545, R2 = .136). As this study was to examine learning strategies implemented by teachers in classrooms that could result in higher achievement on SIB, it provided important insights that may contribute curriculum development for ESL students in order to closing the learning gap between ESL students and mainstream classrooms.

ISBN: 9780355169935Subjects--Topical Terms:

3423938
English as a Second Language.

Correlational Study: English Language Arts Teachers' Implementation of Language Learning Strategies.
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245 1 0 $a Correlational Study: English Language Arts Teachers' Implementation of Language Learning Strategies.
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500 $a Source: Dissertations Abstracts International, Volume: 79-04, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Kimball, Reginald.
502 $a Thesis (Ph.D.)--Grand Canyon University, 2017.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a There has been a cultural and linguistic shift in the United States causing a change in public school classrooms. If it can be demonstrated which language learning strategy (LLS) is most effective on increasing standardized state test scores for English as a Second Language (ESL) students, school administrators and educators may be able to re-evaluate ESL curriculum for ESL students. The guiding research questions for this study focused on how LLS implemented in the classroom predict standardized state testing as measured by Study Island Benchmark (SIB) scores for ESL students (N = 97) at a large, urban school district in Northeast Pennsylvania. This study implemented a quantitative, correlational study design. This study revealed that LLS did not predict SIB scores, while controlling for country of origin, F(6, 82) = 1.49, p = .193. However, compensation was a significant predictor (t = -2.21, p = .030). In addition, this study revealed that LLS did not predict or interact with SIB scores, F(13, 75) = 0.91, p = .545, R2 = .136). As this study was to examine learning strategies implemented by teachers in classrooms that could result in higher achievement on SIB, it provided important insights that may contribute curriculum development for ESL students in order to closing the learning gap between ESL students and mainstream classrooms.
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