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An Examination of English as a Second Language Instruction and Proficiency Outcomes of English Language Learners.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Examination of English as a Second Language Instruction and Proficiency Outcomes of English Language Learners./
Author:	Romero, Maria Encarna B.
Description:	1 online resource (255 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9798380722216

An Examination of English as a Second Language Instruction and Proficiency Outcomes of English Language Learners.
Romero, Maria Encarna B.

An Examination of English as a Second Language Instruction and Proficiency Outcomes of English Language Learners. - 1 online resource (255 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

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

Includes bibliographical references

It was unknown whether English language learners' (ELLs') participation in ELL instruction in the English as a second language (ESL) program improves English language proficiency (ELP) as measured by standardized language acquisition assessment scores in the Assessing Comprehension and Communication in English Stateto-State (ACCESS) for ELLs in Grades 1-5. The purpose of this study was to determine the difference in growth scores on the ACCESS between ELLs in Grades 1-5 who participated for 2 school years in ELL instructional programs, such as ESL, and ELLs who did not participate in ESL. The theoretical foundation was Vygotsky's sociocultural theory of cognitive development. Research questions were designed to address the effect of the ELL intervention program on the ELP growth scores of ELLs in ELL programs versus refusal ELLs. Data from the results of the 2018 and 2019 ACCESS for ELLs scores were used for students in Grades 1-5 and analyzed using one-way ANOVA for each research question. Students in Grades 1-2 (n size 577 for ELLs in programs and 86 for refusal ELLs) in 2019 improved ELP regardless of language program. ELLs in Grades 3-5 (n size 743 for ELLs in programs and 76 refusal ELLs) showed no significant improvement. The K-S test was statistically significant for ELP difference scores for Grades 1-2 (p = .001). The K-S test for Grades 3-5 was statistically significant for ELP difference scores (p < .001). A white paper was written to inform districts of the study's results with recommendations to understand ELP change. The study provides districts with a blueprint to analyze their ELL data.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380722216Subjects--Topical Terms:

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

Language programIndex Terms--Genre/Form:

554714
Electronic books.

An Examination of English as a Second Language Instruction and Proficiency Outcomes of English Language Learners.
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520 $a It was unknown whether English language learners' (ELLs') participation in ELL instruction in the English as a second language (ESL) program improves English language proficiency (ELP) as measured by standardized language acquisition assessment scores in the Assessing Comprehension and Communication in English Stateto-State (ACCESS) for ELLs in Grades 1-5. The purpose of this study was to determine the difference in growth scores on the ACCESS between ELLs in Grades 1-5 who participated for 2 school years in ELL instructional programs, such as ESL, and ELLs who did not participate in ESL. The theoretical foundation was Vygotsky's sociocultural theory of cognitive development. Research questions were designed to address the effect of the ELL intervention program on the ELP growth scores of ELLs in ELL programs versus refusal ELLs. Data from the results of the 2018 and 2019 ACCESS for ELLs scores were used for students in Grades 1-5 and analyzed using one-way ANOVA for each research question. Students in Grades 1-2 (n size 577 for ELLs in programs and 86 for refusal ELLs) in 2019 improved ELP regardless of language program. ELLs in Grades 3-5 (n size 743 for ELLs in programs and 76 refusal ELLs) showed no significant improvement. The K-S test was statistically significant for ELP difference scores for Grades 1-2 (p = .001). The K-S test for Grades 3-5 was statistically significant for ELP difference scores (p < .001). A white paper was written to inform districts of the study's results with recommendations to understand ELP change. The study provides districts with a blueprint to analyze their ELL data.
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