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Analyzing the placement of community...

May, James S.

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Analyzing the placement of community college students in English as a second language for Academic Purposes (EAP) courses.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Analyzing the placement of community college students in English as a second language for Academic Purposes (EAP) courses./
Author:	May, James S.
Description:	141 p.
Notes:	Adviser: Candace Harper.
Contained By:	Dissertation Abstracts International68-09A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3281566
ISBN:	9780549237839

Analyzing the placement of community college students in English as a second language for Academic Purposes (EAP) courses.
May, James S.

Analyzing the placement of community college students in English as a second language for Academic Purposes (EAP) courses. - 141 p.

Adviser: Candace Harper.

Thesis (Ed.D.)--University of Florida, 2007.

The intention of this research was to increase the effectiveness of student placement tools and strategies used by community colleges to place nonnative English speakers into courses designed to teach English for future academic pursuits. More specifically, this research sought to analyze and improve placement practices at Valencia Community College in Orlando, Florida by identifying placement variables that best predicted success in various English as a second language (ESL) for Academic Purposes (EAP) courses. Locus of Control scale scores, a computed indicator of Generation 1.5 status, and results from four subtests of the ACCUPLACER Levels of English Placement (LOEP) Test were tested individually and within composite models for their ability to predict success as measured by final course grades and teacher evaluations of placement. These variables were tested for their ability to predict successful placement of first semester, self-identified nonnative English speakers into ESL classes covering four different skills (reading, writing, speech, and grammar) across five different levels of possible placement (EAP levels 2--6). Results indicated that the reading subtest was the best predictor of student final course grades. The essay subtest was the best predictor of teacher evaluation of placement, and individual subtests were preferred over composite models. Furthermore, both Locus of Control and the computed indicator of Generation 1.5 status were found to be correlates of student success. Additional recommendations are suggested for how to improve placement practices.

ISBN: 9780549237839Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Analyzing the placement of community college students in English as a second language for Academic Purposes (EAP) courses.
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100 1 $a May, James S. $3 1271268
245 1 0 $a Analyzing the placement of community college students in English as a second language for Academic Purposes (EAP) courses.
300 $a 141 p.
500 $a Adviser: Candace Harper.
500 $a Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3707.
502 $a Thesis (Ed.D.)--University of Florida, 2007.
520 $a The intention of this research was to increase the effectiveness of student placement tools and strategies used by community colleges to place nonnative English speakers into courses designed to teach English for future academic pursuits. More specifically, this research sought to analyze and improve placement practices at Valencia Community College in Orlando, Florida by identifying placement variables that best predicted success in various English as a second language (ESL) for Academic Purposes (EAP) courses. Locus of Control scale scores, a computed indicator of Generation 1.5 status, and results from four subtests of the ACCUPLACER Levels of English Placement (LOEP) Test were tested individually and within composite models for their ability to predict success as measured by final course grades and teacher evaluations of placement. These variables were tested for their ability to predict successful placement of first semester, self-identified nonnative English speakers into ESL classes covering four different skills (reading, writing, speech, and grammar) across five different levels of possible placement (EAP levels 2--6). Results indicated that the reading subtest was the best predictor of student final course grades. The essay subtest was the best predictor of teacher evaluation of placement, and individual subtests were preferred over composite models. Furthermore, both Locus of Control and the computed indicator of Generation 1.5 status were found to be correlates of student success. Additional recommendations are suggested for how to improve placement practices.
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