Date of Award

8-26-2014

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Education

Colleges & School

College Of Education And Leadership

First Advisor

Marian Graeven Peter, PhD

Library of Congress Subject Heading

English language--Study and teaching--Foreign speakers; Oral communication; Reading comprehension

Abstract

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.

Rights

Open Access

OCLC Number

889632217

Is this full-text open access?

1

Included in

Education Commons

Share

COinS