University of Central Florida STARS HIM 1990-2015 2014 What is the Efficacy of Peer Presentation for English Languag Learners? Courtney Roy University of Central Florida Part of the Special Education and Teaching Commons Find similar works at: https://stars.edu/honorstheses1990-2015 University of Central Florida Libraries http://library.edu This Open Access is brought to you for free and open access by STARS. It has been accepted for inclusion in HIM 1990-2015 by an authorized administrator of STARS. For more information, please contact STARS@ucf. Recommended Citation Roy, Courtney, "What is the Efficacy of Peer Presentation for English Languag Learners?" (2014).edu/honorstheses1990-2015/1648 WHAT IS THE EFFICACY OF PEER PRESENTATION FOR ENGLISH LANGUAGE LEARNERS? by COURTNEY A.
ROY A thesis submitted in partial fulfilment of the requirements for the Honors in the Major Program in Exceptional Education in the College of Education and Human Performance and in The Burnett’s Honors College at the University of Central Florida Orlando, Florida Summer Term, 2014 Thesis Chair: Dan Ezell, Ed. ABSTRACT This study investigates whether the learning strategy of Peer Presentations may positively influence an English Language Learner’s (ELL’s) relationship with peers, and personal perspec- tives with pertinence to the sciences, public discourse, and their institution. Data collection in- struments included a developed pre- and post-sociometric survey to quantitate each classroom’s social status, and a pre- and post-qualitative oral interview to acquire individual perceptions con- cerning enjoyment and contentment of academic topics. Three ELLs from two learning environ- ments participated with the eight day intervention, comprising of 45 minute instructive sessions to become proficient with demonstrating an arrangement of invigorating yet harmless scientific experiments.
After the Peer Presentation, analysis of pre- and post-sociometric results demon- strated an overall increase of more intimate friendships. Examination of the ELLs’ oral inter- view responses indicated growth of enjoyment regarding their institution and public discourse. Overall recommendations and suggestions of utilizing Peer Presentations are discussed for those involved with educating students. ii DEDICATION In loving memory of my grandfather, William R.
Semper (1936-2005), a man who showed determination and courage when others were silent. His name will always be my inspiration to make a difference, and he will never be forgotten. iii ACKNOWLEDGEMENTS It is a pleasure to thank those who have made this thesis possible. Dan Ezell, for serving as Thesis Chair and his continuous support, motivation, and patience throughout the writing of this thesis.
Also to Dr. Cynthia Pearl and Dr. Sherron Roberts, as committee members, for providing the additional guidance and encouragement. My Mother, for being my greatest advocate in life.
She provided me with an exceptional academic and moral background, and encouraged a constant desire to learn. Words cannot describe my gratefulness of her constant encouragement and guidance. To my Father for his additional support to complete my university studies, and brother Mitchell, who is understanding and reminds me to laugh. A wholehearted thanks to the administrators, teachers, and students who were involved with the study.
Their assistance with this research will hopefully promote a successful teaching strategy which benefits future learners. To all my instructors, mentors, and friends, who provided additional knowledge and motivation; their instruction, help, and words of encouragement were greatly appreciated. iv TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION. 1 Significance of Research.
4 CHAPTER TWO: REVIEW OF THE LITERATURE. 5 Social Psychology Background. 5 English Language Learners. 12 CHAPTER THREE: METHODOLOGY.
14 Case study of ELL #1. 15 Case study of ELL #2. 15 Case study of ELL #3. 16 Instruments and Resources.
17 v Pre- and post-sociometric survey. 17 Pre- and post-interview survey. 24 CHAPTER FOUR: RESULTS. 25 Analysis of Pre- and Post-Sociometric Surveys.
25 English language learners’ status results. 26 English language learners’ interaction opportunities. 27 Classrooms’ social status. 28 Analysis of Pre- and Post-Interview Surveys.
32 CHAPTER FIVE: CONCLUSIONS. 33 Discussion of Results. 37 APPENDIX A: IRB APPROVAL LETTER. 39 APPENDIX B: SCHOOL DISTRICT APPROVAL.
41 APPENDIX C: PARENT/GUARDIAN CONSENT FORM. 43 vi APPENDIX D: PARENT/GUARDIAN CONSENT FORM (SPANISH). 49 APPENDIX E: ELLS’ PARENT/GUARDIAN CONSENT FORM. 55 APPENDIX F: ELLS’ PARENT/GUARDIAN CONSENT FORM (SPANISH).
61 APPENDIX G: SOCIOMETRIC SURVEY. 67 APPENDIX H: SOCIOMETRIC SURVEY (SPANISH). 69 APPENDIX I: INTERVIEW QUESTIONS. 71 APPENDIX J: INTERVIEW QUESTIONS (SPANISH).
73 APPENDIX K: INTERVENTION INSTRUCTION TECHNIQUES. 77 vii LIST OF FIGURES Figure 1: Maslow's Hierarchy of Needs. 8 Figure 2: Science Experiments. 22 Figure 3: ELLs' Pre- and Post-Intervention Status.
26 Figure 4: Pre- and Post-Intervention Interaction Opportunities. 27 Figure 5: Classroom A Pre-Intervention Social Status. 28 Figure 6: Classroom A Post-Intervention Social Status. 29 Figure 7: Classroom B Pre-Intervention Social Status.
29 Figure 8: Classroom B Post-Intervention Social Status. 30 Figure 9: Pre-Intervention Perceptions. 31 Figure 10: Post-Intervention Perceptions. 31 viii LIST OF ABBREVIATIONS ELL - English Language Learner ESL - English as a Second Language FLDOE - Florida Department of Education IRB - Institutional Review Board NGSSS - New Generation Sunshine State Standards PI - Peer Instruction UCF - University of Central Florida ix CHAPTER ONE: INTRODUCTION Rationale With each passing year, the population of English Language Learners (ELLs) living within the United States increases.
According to the Migration Policy Institute: National Center on Immigrant Integration Policy, between 1998 and 2008, the number of ELLs enrolled in Pre- Kindergarten to 12th grade escalated by 1. The six states in which these demographics are growing the most rapid are California, Texas, Florida, New York, Illinois, and Arizona. Students are coming from non-native backgrounds, presenting limited English proficiency when entering the public school system, and instead are bringing cultural mannerisms, beliefs, and customs into the classroom, which are most likely to be diverse from their peers. With a language barrier and few lifestyle similarities, these ELLs may become “neglected” and/or “rejected” among their peers and unmotivated to learn (Santrock, 2008; Wood, Wood, & Boyd, 2011).
The purpose of this research is to investigate a teaching method aimed towards improving the social and academic achievements within the pre-adolescent population who are ELLs. From the composite of research and personal observations, Peer Presentations -- a cooperative pedagogical method in which students teach the subject content -- is considered an effective learning strategy. As corresponding literature to this study will suggest, receiving peer acceptance motivates students to reach their full potential and excel academically, especially those who are learning the language spoken within the classroom environment (Santrock, 2008; Sentese, Lindenberg, Omvlee, Ormel & Veenstra, 2009; Wood, Wood, & Boyd, 2011). 1 Therefore, the following primary question was considered: • Can the learning strategy of Peer Presentations influence an English Language Learner’s (ELLs) relationship with their English-speaking peers? To determine the answer, a small group of chosen ELLs were given the task to complete a Peer Presentation involving one of the most commonly underused subjects utilized in school: Science.
Despite the lack of attention the discipline receives, it offers a great opportunity for “hands-on, science instruction. learning opportunities for ELL students to develop scientific understanding” (Lee, Buxton, Lewis, & LeRoy, 2006, p. Such academic activities would provide supportive language acquisition in the context of authentic communication concerning scientific knowledge. Furthermore, the experiments are also fun and exciting to both the participant and the general viewers alike.
Previous research has demonstrated the instructional method of Peer Presentations additionally increases student motivation in regards to learning, as it motivates students and increases student subject proficiency (Chase, 2012; Ogawa & Wilkinson, 1997). Therefore, the following question was also posed: • Can the learning strategy of Peer Presentations influence an English Language Learner’s (ELLs) perceptions of science, public speaking, and school? For the research study, data was collected using a pre- and post-intervention sociometric survey, completed by all 27 participating students. Additionally, pre- and post-interview were given to the ELLs who were involved with the intervention, measuring their perceptions. Considering the primary research questions, the following inquiries were posed: 2 • Is there an increase in the frequency of the ELL’s names on sociometric surveys completed by peers following Peer Presentation of science experiments? • Following the presentation of experiments to their peers, will there be a change in the ELLs’ enjoyment and/or comfort with science, public speaking, and school? The following was hypothesised in correspondence: • After presenting scientific experiments to their peers, English Language Learners (ELLs) names will appear more frequently on the post-sociometric survey.
• Using pre- and post-intervention questionnaire responses as evidence, the ELLs perceptions will increase in regards to their enjoyment and/or comfort with science, public speaking, and school. Significance of Research For those educators who are teaching within classrooms which contain a diverse population of cultures, languages, and backgrounds, using instructional methods which encourage a student-centered, constructivist environment will promote interaction between students. In the book, Theoretical Foundations of Learning Environments, Jonassen & Land (2012) declared the following: “A social constructivist perspective emphasizes the interdependence of the individual learner and the context in which s/he is learning (p. Therefore, classmates may perceive their peers with coequality rather than as an opposite or possible inferior.
This research explored whether Peer Presentations demonstrate potentiality to encourage and improve these values, by having two classrooms observe three of their ELL classmates present an array of science experiments after two weeks of exclusive small-group instruction. 3 Forthcoming Chapters In the contents of the next chapter, a review of related literature and research is shared to provide prior knowledge concerning the discussed topics. The methodology of the study is expressed in Chapter Three, including the setting, population, instruments, and procedures. Within the last two chapters, four and five, the analyzed results of the research are discussed accordingly in regards to any transformations, educational implications and future research.
4 CHAPTER TWO: REVIEW OF THE LITERATURE Introduction This research is focused upon examining whether the learning strategy of Peer Presentations may influence English Language Learners (ELLs) relationships with their peers. In addition, it studies how a student’s perceptions change upon completing the program in regards to science education, public speaking and school. Data was collected from students using a pre- and post-sociometric and interview survey, followed by the researcher reporting descriptive statistics with qualitative analyzation. In this chapter, pertinent literature and research studies are examined and discussed which influenced the methodology of this study.
It begins with sharing the developmental process of pre-adolescent individuals and how peer rejection affects their overall well-being. This is followed by background information with reference to ELLs and identifying the psychological aspect to their linguistic and cultural differences. Finally, the learning strategy of Peer Presentations is investigated in regards to its purpose and any previous attempts of utilization in classroom settings. Social Psychology Background Throughout life, it is natural for humans to desire acceptance from those surrounding them daily, due to the social necessity of creating relationships with others (Poston, 2009).
However, these cannot be formed nor forced by individuals who are within a similar setting, namely a classroom. In the book, The Cultural Animal: Human Nature, Meaning, and Social Life, by Baumeister (2005), he states, “Cultural beings to do not relate to each other only as individuals. the backdrop of culture organizes behaviors and interactions in ways that 5 transform them” (p. Therefore, people attempt to create connections by finding similarities in each others’ experiences, including upbringing, education, and language.
It is by finding such equivalences in lifestyles, relationships may be created. Yet, social scientists have determined this only becomes prioritized at certain life stages. Erikson’s fourth psychosocial stage, industry versus inferiority, is one that is directed towards youth ranging in the late childhood to pre-adolescent years. During this time, the child must grow functionally to become productive, while additionally avoiding the sensation of being inferior to others (Boeree, 2006).
Although gaining an education is now important, children become more preoccupied with establishing a strong social status amongst peers (Erikson, 1980; Miller, 2003).