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The effects of video instruction on science vocabulary development of the English Language Learners in elementary education
THESIS

, University of Houston-Clear Lake, United States

University of Houston-Clear Lake . Awarded

Abstract

The purpose of this study was to examine whether video-assisted instruction effectively enhances science content vocabulary learning of English Language Learners (ELLs). Video medium was used as the treatment factor for providing ELLs with the comprehensible input (Krashen, 1985). Fifteen fourth grade Hispanic ELLs were randomly assigned to either the experimental group with video treatment, or to the control group with traditional textbook instruction without video exposure. Results indicated that ELLs, who received video instruction, did not score significantly higher on vocabulary achievement than those who received traditional textbook instruction without video exposure. Thus, the outcome of the study does not support a positive impact for using video-assisted instruction on ELLs' science vocabulary development since there was no significant gain by the video group over the non-video group.

Citation

Kittley-Koshenina, C.W. The effects of video instruction on science vocabulary development of the English Language Learners in elementary education. Master's thesis, University of Houston-Clear Lake. Retrieved March 23, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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