Award Date

1-1-2005

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Curriculum and Instruction

First Committee Member

Steven G. McCafferty

Number of Pages

87

Abstract

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.

Keywords

Adult; Course; Education; Effects; ESL; Gain; L1; Literacy; Point

Controlled Subject

Linguistics; Curriculum planning; Language arts

File Format

pdf

File Size

2928.64 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/oz6d-30j8


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