Project-Based Learning in Adult English as a Second Language Programs: A Multiple Case Study

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Autor/in	Davis, Alexis J. T.
Titel	Project-Based Learning in Adult English as a Second Language Programs: A Multiple Case Study
Quelle	(2015), (156 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Auburn University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-9095-3
Schlagwörter	Hochschulschrift; Dissertation; Active Learning; Adult Education; Adult Students; Second Language Learning; English Language Learners; Immigrants; Equal Education; Learning Experience; College Students; Language Skills; Skill Development; Intensive Language Courses; Grammar; Interpersonal Communication; Intercultural Communication + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Aktives Lernen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Lernerfahrung; Collegestudent; Language skill; Sprachkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Intensivkurs; Sprachkurs; Grammatik; Interpersonale Kommunikation; Interkulturelle Kommunikation
Abstract	Given the influx of internationals immigrating to the United States (US), English language learners (ELLs) are now the fastest growing group of students in the country with 65% of them being born in the US (DaSilva, Combs, & Moll, 2012). According to Kanno and Cromley (2013) the quantity of ELLs in the K-12 setting in the US is estimated to increase from 10% (currently) to 25% by the year 2025. The problem is the academic achievement of ELLs in the US reflects repercussions of a long history of educational inequity for students of racial/ethnic minorities (Iddings, Combs, & Moll, 2012). The purpose of this qualitative study was to examine how elements of Project-Based Learning (PBL) align with the learning experiences of adult ELLs with English acquisition at the collegiate level. PBL provides opportunities for language learners to develop all four language skills in an integrated and contextualized way; it mirrors real-world language (Fleming, 2000). Due to the immense effect that immigrants and ELLs have on the US as a whole, this study is essential to the success of properly educating the growing population. This qualitative study explored the experiences of international students learning English in American colleges. This multiple case study utilized data that collected via face to face interviews. Participants were international students who are in college and are in an Intensive English Program (IEP). Lastly, data analysis employed qualitative research methods. The analysis included data transcription and coding to reduce the data. After data reduction, themes that emerged were notated and synthesized. Findings illustrated major themes that emerged from the interviews which were barriers to learning English, learning English in the US, real life application, enhancing English learning, and elements of learning English. Each theme had components that were experienced by the participants. From review of literature and the interviews several assertions were made. First, motivation is the key to the success for ELLs learning English. Next, curriculum should be well rounded and not solely focused on one aspect, such as grammar. Third, conversation is essential for any ELL program. The participants stressed how important it was to have conversation practice with fellow students, especially native English speakers, while learning English was another assertion. Finally, project based learning could be valuable approach to help ELL learn English. The intent of this study was to explore project based learning as a means to help college aged English language learners learn English in the college more efficiently. There is little research regarding international students and learning English in college employing a project based learning approach. This study serves as a bridge to close the gap in research pertaining to how English language learners feel about learning English, how project based learning could be utilized to help the mentioned population as well as add to the existing body of research regarding English language learners and project based learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01