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Increasing English Learners' Literac...

Krengel Oakes, Kirstin N.

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Increasing English Learners' Literacy and Language Performance with an Online Intervention Program: A Qualitative Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Increasing English Learners' Literacy and Language Performance with an Online Intervention Program: A Qualitative Case Study./
Author:	Krengel Oakes, Kirstin N.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	126 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
Subject:	English as a second language. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30244190
ISBN:	9798371917263

Increasing English Learners' Literacy and Language Performance with an Online Intervention Program: A Qualitative Case Study.
Krengel Oakes, Kirstin N.

Increasing English Learners' Literacy and Language Performance with an Online Intervention Program: A Qualitative Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 126 p.

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Ed.D.)--Northcentral University, 2023.

This item must not be sold to any third party vendors.

At all educational levels, the number of English learners continues to increase; their academic and linguistic success are growing concerns. The problem is that middle school English learners struggle to reach English proficiency in literacy and language. Closing the achievement gap is a challenge for both English learners and middle school teachers. The purpose of this qualitative case study design was to explore teachers' perceptions of the effectiveness of the Fast ForWord online intervention program and its impact on English learners' literacy and language proficiency performances. The monitor theory and the interaction hypothesis provided the framework for this study. A qualitative illustrative case study methodology provided an opportunity to learn about teacher perceptions regarding the Fast ForWord online intervention program and its impact on English learners' literacy and language proficiency performances. Participants for this study include five full-time middle school teachers. After IRB approval, invitations were sent via district email addresses. Respondents who met the criteria were provided with an informed consent form to sign and return. Individual interviews and focus group sessions were held via Zoom. All interview sessions were recorded and transcribed. Transcriptions were sent to participants for member checks. Data analysis was completed using NVivo, by QSR International. Data analysis revealed five themes for Research Question 1 and six themes for Research Question 2. Implications were that students enjoyed using the Fast ForWord program, there would be fewer interruptions to intervention this coming school year, students challenged themselves, repetition provided opportunity for success, and Fast ForWord provided interaction for native speakers. Future research may include a repeat of this study during a non-pandemic year, after intensive teacher-training, or to complete a longitudinal study following English learners from the beginning to the end of middle school.

ISBN: 9798371917263Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

ELL

Increasing English Learners' Literacy and Language Performance with an Online Intervention Program: A Qualitative Case Study.
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500 $a Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
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520 $a At all educational levels, the number of English learners continues to increase; their academic and linguistic success are growing concerns. The problem is that middle school English learners struggle to reach English proficiency in literacy and language. Closing the achievement gap is a challenge for both English learners and middle school teachers. The purpose of this qualitative case study design was to explore teachers' perceptions of the effectiveness of the Fast ForWord online intervention program and its impact on English learners' literacy and language proficiency performances. The monitor theory and the interaction hypothesis provided the framework for this study. A qualitative illustrative case study methodology provided an opportunity to learn about teacher perceptions regarding the Fast ForWord online intervention program and its impact on English learners' literacy and language proficiency performances. Participants for this study include five full-time middle school teachers. After IRB approval, invitations were sent via district email addresses. Respondents who met the criteria were provided with an informed consent form to sign and return. Individual interviews and focus group sessions were held via Zoom. All interview sessions were recorded and transcribed. Transcriptions were sent to participants for member checks. Data analysis was completed using NVivo, by QSR International. Data analysis revealed five themes for Research Question 1 and six themes for Research Question 2. Implications were that students enjoyed using the Fast ForWord program, there would be fewer interruptions to intervention this coming school year, students challenged themselves, repetition provided opportunity for success, and Fast ForWord provided interaction for native speakers. Future research may include a repeat of this study during a non-pandemic year, after intensive teacher-training, or to complete a longitudinal study following English learners from the beginning to the end of middle school.
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