[ES] La adquisición de vocabulario es uno de los principales desafíos para los estudiantes de idiomas y la falta de un vocabulario adecuado es el primer impedimento para una comunicación exitosa. A través de una revisión de la literatura sobre la enseñanza y el aprendizaje de vocabulario se identificó una brecha importante; la mayor parte de la investigación se lleva a cabo en condiciones controladas. Existe la necesidad de comprender la influencia de la enseñanza del vocabulario en el entorno real del aula. Este estudio examina específicamente la influencia de metodologías de enseñanza de vocabulario en el aula. Este estudio se realizó en una universidad privada con 37 participantes en un estudio piloto y 166 en el estudio principal, ambos divididos en grupos de control y experimentales utilizando un diseño de pretest-postest para analizar la influencia de la instrucción de vocabulario explícito en las clases. El conocimiento del vocabulario se evaluó antes y después de las intervenciones con una versión adaptada de la Escala de conocimiento del vocabulario (VKS por sus siglas en inglés) (Paribakht y Wesche, 1993). Esta investigación constó de dos fases. En primer lugar, se evaluó en un estudio piloto la instrucción de vocabulario explícito a través de la exposición visual al vocabulario objetivo con traducción al español y entrada auditiva, esta etapa se centró en el primer paso para el aprendizaje de vocabulario mencionado por Nation (2013): Prestar atención a las palabras. Los resultados obtenidos del estudio piloto no presentaron diferencias significativas entre el grupo control y el experimental. Por lo tanto, se decidió incluir una actividad adicional para mejorar el aprendizaje de vocabulario. En la segunda fase, que incluyó a 166 estudiantes, empleó una actividad de vocabulario basada en la web, así como la exposición visual. Esto se introdujo para evocar el segundo paso del aprendizaje de vocabulario: Recuperación. Esta metodología brindó oportunidades para que los participantes exploraran el vocabulario con una nueva herramienta de aprendizaje; permitiendo a los estudiantes no solo notar el vocabulario clave, sino también recuperarlo. Los resultados del estudio principal fueron alentadores, el grupo experimental superó al grupo de control en la prueba posterior (p<0,001) mostrando una mejora significativa en la mayoría de las palabras. Podemos suponer que la metodología adicional incluida en el estudio principal podría ser responsable de la mejora del vocabulario. Después de la intervención, una entrevista semiestructurada con los participantes del grupo experimental obtuvo información sobre sus ideas sobre su propio aprendizaje y la metodología utilizada. Los participantes dieron una opinión positiva de las actividades basadas en la web y reconocieron la importancia del desarrollo del vocabulario en su proceso de aprendizaje de idiomas. Este estudio destaca la influencia positiva de la instrucción de vocabulario explícito en el entorno del aula de aprendizaje de inglés. La tecnología brinda oportunidades para replicar esta metodología con poca inversión de tiempo; esta puede ser una herramienta beneficiosa para profesores y estudiantes. En este sentido, al final, se discuten las implicaciones pedagógicas. / [CAT] L'adquisició de vocabulari és un dels principals desafiaments per als estudiants d'idiomes i la falta d'un vocabulari adequat és el primer impediment per a una comunicació amb èxit. A través d'una revisió de la literatura sobre l'ensenyança i l'aprenentatge de vocabulari es va identificar una bretxa important; la major part de la investigació es du a terme en condicions controlades. Hi ha la necessitat de comprendre la influència de l'ensenyança del vocabulari en l'entorn real de l'aula. Aquest estudi examina específicament la influència de metodologies d'ensenyança de vocabulari en l'aula. Este estudi es va realitzar en una universitat privada amb 37 participants en un estudi pilot i 166 en l'estudi principal, ambdós dividits en grups de control i experimentals utilitzant un disseny de pretest-postest per a analitzar la influència de la instrucció de vocabulari explícit en les classes. El coneixement del vocabulari es va avaluar abans i després de les intervencions amb una versió adaptada de l'Escala de coneixement del vocabulari (VKS per les seues sigles en anglès) (Paribakht i Wesche, 1993) . Aquesta investigació va constar de dos fases. En primer lloc, es va avaluar en un estudi pilot la instrucció de vocabulari explícit a través de l'exposició visual al vocabulari objectiu amb traducció a l'espanyol i entrada auditiva, esta etapa es va centrar en el primer pas per a l'aprenentatge de vocabulari mencionat per Nation (2013) : Parar atenció a les paraules. Els resultats obtinguts de l'estudi pilot no van presentar diferències significatives entre el grup control i l'experimental. Per tant, es va decidir incloure una activitat addicional per a millorar l'aprenentatge de vocabulari. En la segona fase, que va incloure a 166 estudiants, va emprar una activitat de vocabulari basada en la web, així com l'exposició visual. Açò es va introduir per a evocar el segon pas de l'aprenentatge de vocabulari: Recuperació. Esta metodologia va brindar oportunitats perquè els participants exploraren el vocabulari amb una nova ferramenta d'aprenentatge; permetent als estudiants no sols notar el vocabulari clau, sinó també recuperar-lo. Els resultats de l'estudi principal van ser encoratjadors, el grup experimental va superar al grup de control en la prova posterior (p<0,001) mostrant una millora significativa en la majoria de les paraules. Podem suposar que la metodologia addicional inclosa en l'estudi principal podria ser responsable de la millora del vocabulari. Després de la intervenció, una entrevista semiestructurada amb els participants del grup experimental va obtindre informació sobre les seues idees sobre el seu propi aprenentatge i la metodologia utilitzada. Els participants van donar una opinió positiva de les activitats basades en la web i van reconèixer la importància del desenvolupament del vocabulari en el seu procés d'aprenentatge d'idiomes. Este estudi destaca la influència positiva de la instrucció de vocabulari explícit en l'entorn de l'aula d'aprenentatge d'anglès. La tecnologia brinda oportunitats per a replicar esta metodologia amb poca inversió de temps; esta pot ser una ferramenta beneficiosa per a professors i estudiants. En este sentit, al final, es discutixen les implicacions pedagògiques. / [EN] Vocabulary acquisition is one of the major challenges for language learners and the lack of proper vocabulary is the first impediment to successful communication. A literature review of vocabulary teaching and learning identified an important gap; most research is conducted under controlled conditions. There is a necessity to understand the influence of vocabulary instruction in real classroom settings. This study specifically examines the influence of vocabulary teaching methodologies in the classroom. This study was conducted in a private university with 37 participants in a pilot study and 166 in the main study, both divided into control and experimental groups using a pretest-posttest design in order to analyse the influence of explicit vocabulary instruction in classes. Vocabulary knowledge was assessed before and after interventions with an adapted version of the Vocabulary Knowledge Scale (VKS) (Paribakht & Wesche, 1993). This research consisted of two phases. First, explicit vocabulary instruction through visual exposure to target vocabulary with Spanish translation and aural input was assessed in a pilot study. This stage focused on the first step for vocabulary learning mentioned by Nation (2013): Noticing. Results obtained from the pilot study presented no significant difference between the control and the experimental group. Therefore, it was decided to include an additional activity to enhance vocabulary learning. In the second phase, which included 166 students, employed a web-based vocabulary activity as well as the visual exposure. This was introduced to evoke the second step of vocabulary learning: Retrieval. This methodology provided opportunities for participants to explore vocabulary with a new learning tool; allowing students to not only notice target vocabulary, but also to retrieve it. The results from the main study were encouraging, the experimental group outperformed the control group in the posttest (p<0.001) showing significant improvement in most words in the experimental group. We may assume that the additional methodology included in the main study could be responsible for the vocabulary enhancement. After the intervention, a semi-structured interview with participants from the experimental group elicited information about their ideas toward their own learning and the methodology used. Participants gave a positive opinion of web-based activities and acknowledged the importance of vocabulary development in their language-learning process. This study highlights the positive influence of explicit vocabulary instruction in English Learning classroom settings. Technology provides opportunities to replicate this methodology with little time investment; a beneficial tool for teachers and students. In this sense, pedagogic implications are discussed. / Palacios Vivar, C. (2022). Effects of Exposure to L1 Translation in Vocabulary Acquisition in English as a Foreign Language with College Students [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/183071

Focusing on personalized grammar tasks, this study dives into the integration of Generative Artificial Intelligence into English as a Second Language education. By utilizing a mixed methods approach, incorporating both qualitative and quantitative analyses the study explores how personalized learning can be improved by employing ChatGPT. Results from the study indicate that GAI-driven personalization significantly enhances student engagement and motivation. This offers a promising path for tailoring education to individual learner needs toward a more inclusive classroom. A central outcome of this study is the proposal of a new theoretical framework the Personalization-Motivation Integration Framework (PMIF). This framework clarifies the synergistic effects of integrating content and topic personalization to significantly boost student motivation and reach a more inclusive learning environment. This adds to the growing research about AI's potential in education as it indicates that these technologies can significantly enhance teaching and offer a more tailored and inclusive learning environment.

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / This qualitative case study sought to gain deeper understanding of the role the writing process approach played in developing the writing ability of five fifth grade Saudi Arabian students when writing in English as a second language. The study extended for five months in a Midwest elementary school serving a large ESL population. Participants of this study included four ESL teachers and five Saudi ESL students, four females and one male. Two main queries guided this study: 1) the roles of ESL teachers when using the writing process approach in teaching writing in English as a second language to five fifth grade Saudi Arabian ESL students; and 2) the role of the writing process approach in the writing development of five fifth grade Saudi Arabian ESL students. The researcher documented data through four sources: classroom observation, interviews with ESL teacher and ESL students, student think-aloud protocols, and student writing samples. The data analysis of the ESL teachers revealed strong advocacy of utilizing the writing process as an effective method to improve ESL Saudi Arabian students’ writing ability. They were successful in employing the writing process approach regardless of their students’ English language proficiency level, using numerous writing strategies including collaborative writing activities, games, varying speed and voice tone, interest in students’ cultures and languages, and social interaction with the students. The data analysis of the study’s student focus revealed that students writing was not a one step process, yet an ongoing cycle in which they prewrite, plan, draft, pause, read, revise, edit, and publish. Students demonstrated different attitudes and behaviors toward writing throughout this study. Four of the students valued their second language (L2); one, however, found English difficult and confusing. Some of the students’ writing sample scores, determined by the Six Traits Writing Rubric, differed by the end of the study while others’ remained the same. This study provided rich data to better understand the importance of teachers utilizing effective writing process techniques and the impact of the writing process approach on Saudi Arabian students learning to write in English in an American school setting.

Literature, while perceived as beneficial, is not widely used in the ESL arena. This study set out to investigate proven benefits of using literature in ESL through a review of the current research, at the same time establishing a link between literature and narrative based on `story grammar' which biological determinism claims the human brain is hardwired to use as a language learning tool. Hypothesizing that there would be no correlation between theory regarding the presence and application of literature in ESL as presented in the current research and the practice as found in the prominent ESL course, New Headway, the study set out to identify narrative input in New Headway's Elementary, Intermediate and Advanced Levels and analyzing the way in which narrative is used to teach language skills and communicative competence. Contrary to expectations a surprisingly high level of narrative was found and the narrative was exploited in full accordance with suggestions made in the current research. The findings indicate that the incorporation of narrative in New Headway is a pedagogically informed decision by the authors to exploit the benefits of literature while at the same time catering to a very heterogeneous audience of international ESL learners. Key terms: literature, narrative, story, biological determinism, ESL course books, New Headway / English Studies / M.Ed.

Reading is considered to be a vital skill for academic success, yet it is seldom taught to or practised with students. Students begin to `read to learn' during primary and secondary schooling. However, at tertiary level the academic demands are much greater than before and involve more extensive reading of conceptually more complex texts. This study investigates the implementation of an intensive reading programme for post-matric English Second Language Science students, based on the assumption that reading improves reading. In addition, this study investigates the effect that reading ability has on academic performance in Science, which relies inter alia, on the ability to read, comprehend and interpret word problems. An intervention group and a control group were used to ascertain the effects of an intensive reading programme and the findings suggest that any reading (intensive or extensive) improves reading and language skills. This in turn impacts on academic performance in Science, if students have an ability in Science to begin with. / Linguistics / MA - SP APPLIED LINGUISTICS

Increasing involvement with students at the University of Namibia has indicated their overall difficulty with comprehending and recalling information from oral content lectures. It has also been observed that in general very little attention is given to the development of listening skills in L2 ESP and EAP courses. For this study, I conducted a quasi-experiment to determine whether the recognition and interpretation of discourse markers will enhance students' listening comprehension in academic lectures. Students were tested to determine their comprehension of content information in a video-taped lecture. Qualitative data were collected by means of a questionnaire. After an intervention period of eight weeks, where the experimental group received strategy training in the recognition and interpretation of discourse markers in spoken texts, both groups were again tested. Their results were statistically compared. I also looked at related findings of other researchers. Finally, aspects for possible future research will also be considered. / English Studies / MA - (Specialisation in TESOL)

Many L2 students in Namibia are not adequately prepared for the academic demands of university courses, mainly because of poor reading skills in the L2. University students reading below their maturational levels, can mainly be attributed to their print-impoverished backgrounds, as reading is a skill that develops mainly through reading. Without any assistance, poor readers at university will continue to read poorly and as a result perform weaker in their academic courses compared to their peers who are better readers. The overall aim of this study is to explore the effects of a reading intervention program on a group of university students in Namibia. A quasiexperimental method with a control and an intervention group was employed. The effect of reading ability on academic performance was also investigated. In addition, through a combination of quantitative and qualitative methods, the pre-literacy experiences of students, the differences between good and poor readers at university, their views about the reading intervention program as well as the attitudes and practices of university lecturers towards reading instruction at tertiary level were examined. / Linguistics / M.A. (with specialisation in Applied Linguistics)

Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern are the cognitively gifted learners who are not taught in their mother tongue but who attend schools where the language of learning and teaching is English. This qualitative study deals with the support provided by Grade Four teachers to cognitively gifted English Second Language (ESL) underachievers. The research indicates that the teachers are aware of English Second Language (ESL) learners who show behaviours associated with cognitive giftedness but who,when considering their potential, underachieve. These learners do however not receive support in the classroom to address their specific barrier to learning, which is the dual exceptionality of cognitive giftedness co-occurring with poor English proficiency. Support for all aspects of the cognitively gifted Grade Four English Second Language (ESL) learner’s needs is recommended. / Inclusive Education / M. Ed. (Inclusive Education)

This dissertation seo out to investigate if use of visually symbolic representations in addition to the more traditional written methods of the key elements 9theme, setting, characterisation) of a short story would support South African ESL learners to grow in their interpretation and appreciation and appreciation of English literary texts. The assertion was that using a multimodal (verbal-visual) transmediated interpretation of the key elements (theme, setting, characterisation)of a short story might afford ESL learners a "deeper reading" (inferential comprehension and appreciation) of a literary text, and that the learners could also be supported to grow in their interpretation and appreciation of English literature. The research findings of the literary analysis project revealed that ESL learners with a "satisfactory" English proficiency can be supported by using transmediation to engage them in rich interpretations of literary genres to realise their interpretations linguistically in written academic eesays. / English Studies / M. A.

This was a qualitative study that used the procedures of case study design while incorporating ethnographic techniques of interviewing and non-participant observation in classrooms with six selected students, six teachers, and eight interviews of selected administrators and staff members in one middle school in a large Texas urban school district. The purpose of this study was to understand the educational experiences and perceptions of selected immigrant students and their mainstream teachers. Following the method of case study design, the educational experiences of English Language Learner (ELL) students were examined in the naturally occurring context of the school and the classroom. Because the goal of case studies is to understand a given phenomenon from the perceptions of the participants (referred to as “emic” perspective) all participants were interviewed in-depth in order to understand their unique perceptions. The study took place during a five-month period in the spring of 2002. Data were analyzed concurrently during data collection and were framed by Geneva Gay's (2000) characteristics of culturally responsive teaching. The findings and interpretation of data are divided into three parts that encompass the results of the five research questions that guided this study. Part one presents the teachers' perceptions and addresses the themes that arose from research questions one and two: what are teachers' perceptions of the academic problems facing (ELL) students as they enter the mainstream classroom? What instructional practices do regular teachers use to meet the academic needs of students? Part two presents the students' perceptions and addresses the findings from research questions three and four: what are (ELL) students' perceptions of the academic challenges facing them in the mainstream classroom? What are the ELL students' perceptions of the instructional practices used by mainstream teachers to meet their academic needs? Part three addresses the fifth research question that guided this study: What administrative policies and procedures are in place in the school and district to meet the educational needs of ELL students?