I. THESIS ABSTRACT
The growing number of students entering English as a second language (ESL) classroom, along with the production of low-test scores is shifting the previous methods of teaching English to minority-language students. According to Gunderson (2008), ESL students score the lowest in reading achievement and have one of the highest dropout rates. The current ineffectiveness of ESL instruction is an alarming indication that implementation of new and innovative ways of teaching a second language must be developed. The constant development and growing availability of technological advances such as collaborative web 2.0 applications, interactive virtual environments, computer-assisted instruction and the utilization of learning theories shine a bright light on the future of English language instruction.
II. Introduction
Immigration has dramatically transformed the demographics of the United States, resulting in an increase of ELLs entering elementary and secondary schools. In fact, in some school districts across the U.S., ELLS have become the majority, and not the minority of the student body (Hinkle, 2005, p 45). With the growth of non-native speakers enrolling into public schools, the necessary adjustments of classroom instruction need to be prepared.
Traditional methods of classroom instruction are no longer providing the appropriate knowledge comprehension needed for meeting necessary aptitude principles. According to the Texas Education Agency (2008), 26% of eleventh grade limited English proficient students met the panel recommended standard.
The Implementation of the proposed technology based solution allows for instructors and students to visit a centralized website that features multiple ESL lesson enrichments. Users may locate rich media files for the classroom, or upload new content for sharing resources. The concept of the solution relies heavily on the involvement of instructors to grow and contribute to the website; which in turn would offer additional uses from varying applications. For example, an instructor may locate the site and begin to locate new strategies such as blogging, file sharing, and collaboration applications to reinforce English writing skills. The central hub of the project will be based on an iWeb built website, with enrichments across multiple media: animations, games, video, podcasts and udutu modules.
III. Goals and Objectives (3‐6 paragraphs)
The solution the thesis research lies heavily on the availability and direct usage of technology in the ESL classroom in order to further motivate language learning students. The accessibility of the technology-based lesson enrichments will follow the structure of link centered websites, such as blogs with really simple syndication (RSS) features. The instructional objective of the media project is to allow for technological based enrichments to support the development of English language learning through reading, writing, speaking and listening activities.
The core purpose of the media project concentrates on the knowledge and practice of the English language; therefore, the learning domain is cognitive centered. Users will practice the skills learned in the classroom to progress through multiple technology enrichments.
Through the focus of the cognitive approach, learning objectives will align with the assessment of knowledge, comprehension, application, analyze and evaluation. After completing the module, students will be able to gather knowledge of and differentiate the meaning of various idioms for vocabulary development. By completing the activities, the student will comprehend and reproduce key words heard from conversations to identify listening skills.
After completing the lesson, the student will be able to read, summarize and develop the appropriate outcome of a given story. By completing the lesson, the student will be able to identify the appropriate irregular verbs to complete a sentence.
IV. Presentation
Gardner’s (1999) Multiple Intelligence (MI) theories offer a rewarding substitute for standard educational strategies by focusing on alternative learning styles, providing a larger opportunity for student comprehension. The combination of technology and strategic learning offers an extensive opportunity for students to demonstrate their own retention through individual intelligences.
The media project will include four modules focusing on reading, writing, listening and vocabulary. Each module has different technology enrichments, such as podcasts for assisted reading (Auditory, verbal), virtual games for practicing sentence structure skills (Kinesthetic, logical), video samples of casual conversations for developing listening skills (Visual, Auditory, visual, verbal, intrapersonal), and udutu lessons with assessments focusing on vocabulary improvement (Visual, Kinesthetic, visual).
The three most compelling authors from the research were Hill and Flynn, Ybarra, and Levy. Hill and Flynn (2006) stated “ELLs cannot rely solely on linguistic ability to learn and retain knowledge in a new language, nonlinguistic methods of learning are particularly important for them” (p. 37). Ybarra (2003) deconstructed the essential skills set for ESL students into four categories: Verbal Interaction, verbal development, Reading and Writing. In the article, Ybarra discusses varying studies done to better assist in English Language Learning. . Levy (1997), arguably the founding father of computers in the classroom, describes computer-assisted language learning as “the search for and study of applications of the computer in language teaching and learning” (p.1).
Educators, students and parents may access the site in order to develop the fundamentals of English as a second language. The introductory screen will familiarize the user of the sites content and objectives. There will be four lesson modules on four links, covering reading, writing, listening and vocabulary. A fifth link will provide resources on locating or creating new activities. This structure allows the user to work through each module at an individual pace, while also providing opportunity for supplementary practice or creation.
V. Evaluation
The enrichments developed each have a standard method of testing for understanding. The podcast will include an assessment project in which the learner completes a comic strip with the appropriate conversational language of the characters from the read story. The video game in which the learner must locate the correct irregular verb to complete the sentence hosts a high score page, providing for natural competitive comprehension. The video clips will feature conversational language with an emphasis on numbers. Students should utilize listening skills to note the numbers presented in the clips to discuss within groups. The groups will then present a new scenario in which numbers must be used. Finally, in the udutu module, students will be given information on various idioms. The module contains an assessment screen in which the users may choose the correct meaning of the idiom. If the incorrect choice is selected, users will be sent back to the content screens for review.
Initial evaluation of the media project will involve ESL students at the Garland Independent School District to work through the individual lessons on the website. A survey will be taken after the completion of the enrichments to determine the results of the media. Furthermore, Graphic Design & Illustration students will also progress through the site to offer interface and design feedback. This will assist in designing a balanced product of content and visual appeal.
VI. References (begin new page)
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