Leaders' in English language learning (ELL) perceptions of ELL Internet Web sites' adherence to ELL standards and Web selection criteria using the Survey of ELL Web Sites: A case study
LaRee Kay King, University of Hartford, United States
University of Hartford . Awarded
The focus of this study was on the examination of the perceptions of leaders in English Language Learning (ELL) as to if selected ELL Internet web sites adhere to standards in English Language Learning and web site evaluation criteria. Leaders in ELL were purposely selected from sampled groups of Connecticut towns providing services to low, medium, and high incidence ELL student populations. Participants were asked to view the selected ELL Internet web sites to standards in ELL and web site evaluation criteria through the completion of a survey and interview.
The Survey of ELL Web Sites was used to incorporate ELL and web site evaluation criteria into a format by which educational leaders may begin to assess the quality and potential applications of ELL web sites, and thereby justify district resource allocation for web enhanced instruction for ELL students facilitating the attainment of English language fluency. Participating leaders in ELL reported the ELL web sites require improvement to better adhere to ELL curriculum standards and web site evaluation criteria.
Leaders and ELL and web site designers will need to consider these standards and criteria, and evaluate how these may also influence English language fluency. Recommendations for future research include the need for ELL instrument development, greater examination of media and design elements within the ELL web site, and whether the ELL standards and design criteria will enable ELL students.
King, L.K. Leaders' in English language learning (ELL) perceptions of ELL Internet Web sites' adherence to ELL standards and Web selection criteria using the Survey of ELL Web Sites: A case study. Ph.D. thesis, University of Hartford. Retrieved March 25, 2019 from https://www.learntechlib.org/p/119528/.
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