The Effect of Primary Language Advanced Organizer PodCasts on English Language Learners’ Academic Performance
Carla Mathison, Elsa Billings, San Diego State University, United States ; Kitty Gabriel, San Diego Unified School District, United States ; Judi Bowes, Zoological Society of San Diego, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This study examined the effect of Spanish language instructional podcasts on 3rd grade English language learners’ academic performance during subsequent English-only instruction. Significant differences were found between the podcast and control groups on study instruments designed to assess abilities to apply learned information. The pre/post instrument designed to measure academic vocabulary comprehension showed no overall differences between groups but analysis of the podcast group alone revealed significant differences for students at beginning levels of English language proficiency. Students reported the podcasts very useful in preparing them for the English-only instruction. Instructors reported an increase in the podcast groups’ willingness to verbally interact and a generally heightened level of motivation. Information was also gathered about 1) the effect podcast development had on instructors’ subsequent instruction, 2) podcast production & 3) logistics of equipment use.
Mathison, C., Billings, E., Gabriel, K. & Bowes, J. (2008). The Effect of Primary Language Advanced Organizer PodCasts on English Language Learners’ Academic Performance. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 138-143). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from https://www.learntechlib.org/primary/p/29593/.
© 2008 Association for the Advancement of Computing in Education (AACE)
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