Master of Science (MS)
Curriculum and Instruction
First Committee Member
Steven G. McCafferty
Number of Pages
This study examined factors affecting learners' progress as measured by positive point gains between pre- and posttest reading proficiency scores for an intermediate/advanced adult ESL course. Background and self-assessment information, gathered through individual student interviews, was analyzed with reference to point gains to determine the influence of individual factors on students' progress. Due to limitations of the study, no correlation was found between education and L1 literacy and student's progress. However, the statistical results indicate slight positive correlations between students' point gains and their length of residence in the U.S. as well as the total number of instructional hours attended. Additionally, further analysis found that teachers who provided interactive classroom environments positively affected students' progress and that students who set goals relating to more immediate needs such as work, education, or participation in the community, had higher point gains than those whose goals were less specific or immediate.
Adult; Course; Education; Effects; ESL; Gain; L1; Literacy; Point
Linguistics; Curriculum planning; Language arts
University of Nevada, Las Vegas
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ElHalta, Heidi Ekstrom, "The effects of L1 literacy and education on point-gain in an adult Esl course" (2005). UNLV Retrospective Theses & Dissertations. 1874.
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