Date of Award
Graduate Field Experience
Master Of Arts In Urban Education
Colleges & School
College Of Education And Leadership
Marian Graeven Peter, PhD
Library of Congress Subject Heading
English language--Study and teaching--Foreign speakers; Oral communication; Reading comprehension
This study analyzes the effects of two teacher-questioning strategies on the oral language skills of English Language Learners. The two interventions tested were anticipation guides and coaching, facilitating, and collaborating questions (Kim, 2010). An action research study was designed to increase the quality of student output during text-based discussions in a Seventh Grade reading class. Twelve students participated in a text-based discussion once a week for six weeks. One group received anticipation guides as an intervention, another group received coaching, facilitating, and collaborating questions as an intervention, and a final group received no intervention. The findings indicate that coaching, facilitating, and collaborating questions are a more effective intervention than anticipation guides in supporting English Language Learners as they develop their oral language skills.
Marley, Heather, "Talking about a Text: The Effects of Scaffolding Questions on Oral Discussion Skills of English Language Learners" (2014). Master's Theses, Capstones, and Projects. 398.
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