國立虎尾科技大學 |

Barriers to Elementary English Language Learners' Success During the COVID-19 Pandemic: A Case Study of Qatar Academy Schools.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Barriers to Elementary English Language Learners' Success During the COVID-19 Pandemic: A Case Study of Qatar Academy Schools./
作者:	Baba-Ahmed, Labeeba.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	167 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29252464
ISBN:	9798841758631

Barriers to Elementary English Language Learners' Success During the COVID-19 Pandemic: A Case Study of Qatar Academy Schools.
Baba-Ahmed, Labeeba.

Barriers to Elementary English Language Learners' Success During the COVID-19 Pandemic: A Case Study of Qatar Academy Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 167 p.

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ed.D.)--University of Louisiana at Monroe, 2022.

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

This study explored the relationship between different barriers to ELLs academic success due to the COVID-19 pandemic as perceived by parents, students, and teachers. A review of literature highlighted several barriers to student learning in remote contexts; however, this study focused on four major barrier themes: support, communication, instructional, and socio-emotional. Differences in the Groups’ perceptions of the relationship between these barriers were also ascertained.To find out the relationship and differences between these barriers, a Pearson correlation test, and four One-Way ANOVAs were carried out. The results that were derived by surveying 106 students, 64 parents, and 37 teachers showed that there are statistically significant relationships between support, communication, and instructional and socio-emotional barriers as perceived by the three groups. However, there was no statistically significant relationship between ELLs’ instructional barriers and socio-emotional learning as perceived by students, parents, and teachers. There was also no statistically significant difference in groups’ perceptions of the relationship between socio-emotional learning and ELLs’ academic success during remote learning. Instructional barriers emerged as the most impactful barriers to ELLs’ academic success. As a result, the author concluded that the provision of support to students, parents, and teachers as well as providing quality instruction are most important in ensuring ELLs’ academic success when delivering instruction remotely or online.

ISBN: 9798841758631Subjects--Topical Terms:

1148422
English as a second language.
Subjects--Index Terms:

Elementary students

Barriers to Elementary English Language Learners' Success During the COVID-19 Pandemic: A Case Study of Qatar Academy Schools.
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500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
500 $a Advisor: Kim, Kioh.
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506 $a This item must not be sold to any third party vendors.
520 $a This study explored the relationship between different barriers to ELLs academic success due to the COVID-19 pandemic as perceived by parents, students, and teachers. A review of literature highlighted several barriers to student learning in remote contexts; however, this study focused on four major barrier themes: support, communication, instructional, and socio-emotional. Differences in the Groups’ perceptions of the relationship between these barriers were also ascertained.To find out the relationship and differences between these barriers, a Pearson correlation test, and four One-Way ANOVAs were carried out. The results that were derived by surveying 106 students, 64 parents, and 37 teachers showed that there are statistically significant relationships between support, communication, and instructional and socio-emotional barriers as perceived by the three groups. However, there was no statistically significant relationship between ELLs’ instructional barriers and socio-emotional learning as perceived by students, parents, and teachers. There was also no statistically significant difference in groups’ perceptions of the relationship between socio-emotional learning and ELLs’ academic success during remote learning. Instructional barriers emerged as the most impactful barriers to ELLs’ academic success. As a result, the author concluded that the provision of support to students, parents, and teachers as well as providing quality instruction are most important in ensuring ELLs’ academic success when delivering instruction remotely or online.
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