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This study compared the sustained effects of the Reading Recovery (RR) Program through the fourth grade. The research compared the reading performance of 1991-92 RR students who were discontinued with 4th grade-age students who received Chapter I services. The accessible population included 16 RR students matched with 16 comparison students on six variables: age, gender, ethnic identity, grade, and first grade CogAT score.;The two groups were assessed on five variables: Text reading level; the ITBS vocabulary, comprehension, and spelling subtests; and frequency of placement in special education. Using a nonequivalent-comparison group design, data were analyzed by the t-test, the chi-square, and Mann-Whitney U test. Five hypotheses were tested at the.05 significance level. Several limitations should be considered when interpreting the results of this study. A small accessible population (n = 16) in one school system formed the experimental group. The post-test only design matched subjects to create a comparison group that was post-hoc, nonequivalent in nature.;Student achievement of the nonequivalent groups was compared on a number of variables that included reading comprehension, reading vocabulary, spelling, text reading level, and placement in special education. The standardized tests and oral reading test found no statistical significant differences between the two groups on any of the dependent variables. The findings suggest that future research should investigate the effect of continued support and monitoring of RR students beyond the first grade in sustaining learning gains.

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Educational success and attainment, and individual sustainability depend on reading ability. School leaders, especially at the elementary and primary level, have great responsibility ensuring student success in learning to read. In this era of standards-based curriculum and high stakes testing and accountability, school leaders must be certain the programs employed to grow student reading ability are successful. This program evaluation analyzes the effects implementing a scripted, direct instruction reading program has had at a rural, primary school. Specifically, this study investigated the correlation between the Scholastic Reading Inventory and the Virginia Third Grade Reading Standards of Learning Assessment, analyzed the extent student achievement changed on the two assessments from implementing the Reading Mastery initiative, and determined the extent the practice of regrouping students for instructional alignment was utilized and the effect it had on student achievement. Findings indicate a moderate correlation between the Scholastic Reading Inventory and the Third Grade Reading Standards of Learning Assessment, a significant increase in Lexile when comparing beginning and end of year scores, a significant decline in Standards of Learning Assessment scores when comparing three years pre-Reading Mastery implementation to three years post implementation, and found that students remaining in their original program placement demonstrated greater Lexile and grade level equivalency growth than students regrouped to a lower level or accelerated. If program goals, increasing reading ability and increasing Standards of Learning pass rates are to be obtained, Reading Mastery initiative implementation will require modifications. Recommendations for policy, practice, and future studies are included.

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Following recent trends in lexical studies to focus more on multiword rather than single-word vocabulary, this descriptive study examines fixed expressions and idioms (FEI) in spoken and written corpora of academic language. In this research, FEIs are operationalized as phrases that are conventionalized to a certain degree, have flexibility in word sequences, and have unclarity of interpretation (Fernando, 1996). With these three criteria, a new list of 652 target FEIs was culled from lists from eight previous corpus studies (Biber et al., 1999; Gardner & Davies, 2007; Garnier & Schmitt, 2015; Grant, 2007; Liu, 2003, 2012; Miller, 2020; Simpson & Mendis, 2003). To identify the most common academic FEIs, a search for these 652 FEIs was conducted in two existing academic corpora, the Michigan Corpus of Academic Spoken English (MICASE) and the Michigan Corpus of University Student Papers (MICUSP). The end result of this corpus study is the Academic Fixed Expressions and Idioms List (AFEIL), which consists of 123 unique items, with 66 from the spoken corpus and 87 from the written corpus. To select FEIs for the AFEIL, this study followed Liu's (2003) guidelines of a minimum frequency of two times per million words and a minimum range of three out of five academic divisions within MICASE and three out of four academic divisions within MICUSP. While we expect individual academic words to differ from individual general words, this study found that academic FEIs do not consist of academic lexical items. In fact, 100% of the words that make up the 66 academic FEIs from MICASE and almost 97% of the words that make up the 87 FEIs from MICUSP are from the first 2,000 words of the General Service List (GSL). Surprisingly, only six academic words form any part of the academic FEIs. Although knowledge of general vocabulary may be important in learning academic FEIs, the high number of FEIs with restricted variation may cause learning difficulties due to their high degree of non-compositionality. While numerous academic lists exist for single words (e.g., Academic Word List [Coxhead, 2000], Academic Vocabulary List [Gardner & Davies, 2013]), the AFEIL may be of particular interest to teachers of English for Academic Purposes (EAP) because it is an academic corpus-based list that goes beyond single words. Formulaic language and multiword vocabulary are very common in academic registers (Biber et al., 2007) and should therefore receive more attention in EAP classroom teaching through tools and materials like the AFEIL that portray English vocabulary accurately based on real language use rather than human intuition.

Despite being an emotionally charged profession, there is a paucity of research on the roles of emotions and emotional labor in Teaching English to Speakers of Other Languages (Khong & Saito, 2014; Kocabas¸-Gedik & Hart, 2021; Schutz & Lee, 2014; Zembylas & Schutz, 2009). Furthermore, these concepts and their link to identity formation in nonnative English-speaking teachers (NNEST) have rarely been investigated in local contexts (Song, 2018; Zhang & Zhu, 2008). In order to help fill this gap in literature, this exploratory qualitative study was conducted in Korea with three NNESTs of English employed in private after-school academies. Semi-structured interviews elicited narratives from the participants. The findings suggested that institutional, systematic, and cultural power structures influenced the emotions, emotional labor, and identities of the participants. The emotions felt by participants were heavily instrumented by their institutions when they felt the need to conform to their institution's image of a teacher, when they were forced to engage in duties they believed were distanced from education, and when their professionality was questioned. Emotional labor was found to be a necessary skill for participants as they had to suppress and conjure certain emotions both inside and outside the classroom. Their use of emotional labor was found to be critical to their job satisfaction as it assisted the participants in aligning themselves as professionals. Moreover, EFL teachers may merge or divide their professional and personal identities in reference to these power structures to protect, strengthen, or develop their identities. Further research is needed in local contexts, particularly those in private for-profit institutions in ultra-capitalist societies to examine the power structures involved and their influence on teacher emotions, emotional labor, and identity.

The purpose of this mixed study was to determine the impact of a growth mindset intervention on adult ESOL learners' growth mindset, self-efficacy, and learning behaviors at a technical college. This study adopted paired samples t test to analyze quantitative component part of the study, including pre and post Growth Mindset Surveys and Self-Efficacy Surveys. For the qualitative component of the study, participants' interview responses were recorded and analyzed to explore their perspectives on the quantitative part of the study. Quantitatively, the findings of the study showed that there was no significant difference between growth mindset intervention and adult ESOL students' growth mindset and self-efficacy scores. However, qualitatively, students conceptualized the growth mindset messages according to participants' interview responses. Students reflected they modified their learning behavior, and some had improved their attendance after the growth mindset intervention. Overall, a growth mindset intervention and the implications for growth mindset, efficacy, and learning behavior provided meaningful insight about how to address both academic and social needs.

The education system in the Kingdom of Saudi Arabia is given a great deal of attention by the government as it is keen to provide an educational system that caters to teacher and student needs. Because English has the potential to provide access to resources that may facilitate advancement in science and technology, it is difficult to deny or underestimate the importance of the English language in Saudi Arabia. Despite the history of EFL teaching and resources allocated to the teaching of English in Arabia, the quality of Saudi students' English language skills has raised many concerns. Saudi students currently study English as a foreign language for 12 years and yet reach high school with limited English proficiency, unable to write a passage or carry a simple conversation in English. Shedding light on the perceptions of English as a Foreign Language (EFL) teachers in the context of English education in primary and secondary schools has become crucial. Three Saudi EFL teachers' perspectives of English language instruction in Saudi Arabian primary and secondary schools were examined using a case study methodology. Using Zoom semi-structured interviews, respondents provided a comprehensive image of English classrooms and curriculum in Saudi Arabian schools, as well as the challenges associated with the classes.