عنوان

English language learners' reading self-efficacy and achievement using 1:

شماره

TL0096v6fn

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

English language learners' reading self-efficacy and achievement using 1:

نام عام مواد

[Thesis]

نام نخستين پديدآور

Walters, Jennifer L.

عنوان اصلي به قلم نويسنده ديگر

1 mobile learning devices

نام ناشر، پخش کننده و غيره

UC San Diego

تاریخ نشرو بخش و غیره

2012

کسي که مدرک را اعطا کرده

UC San Diego

امتياز متن

2012

متن يادداشت

Handheld technology devices allow users to be mobile and access the Internet, personal data, and third-party content applications in many different environments at the users' convenience. The explosion of these mobile learning devices around the globe has led adults to value them for communication, productivity, and learning. Outside of the school setting, many adolescents and children have access to, or own mobile devices. The use of these individual devices by children on a daily basis in schools is a relatively new phenomenon, with just four percent of elementary students doing so in classrooms in 2010(Gray, Thomas & Lewis, 2010). This mixed methods study researched a one-to-one implementation of percent devices in fourth- and fifth-grade elementary classrooms. The focus was to explore the mobile learning device's relationship to English language learners' reading achievement, to English language learners' self-efficacy in reading, and to explore the benefits and limitations of the device's daily use, as perceived by the students. The hypothesis was that the practice of reading and related literacy activities with mobile learning devices would augment English learners' vicarious learning experiences, and thereby effect student cognitive engagement, reading self-efficacy, and reading academic achievement. This study used validated surveys and assessments to measure students' beliefs about reading and their knowledge of reading. Additionally, English language learner interview data were also collected and analyzed to uncover perceived benefits and limitations of utilizing 1:1 mobile learning devices daily for literacy activities. Analysis of the data revealed significantly elevated levels of self-efficacy in reading for the experimental group with 1:1 handheld technology, while academic gains in reading for the experimental and control groups were statistically similar. Students in the experimental group described a virtually-enhanced socio-cultural context for communicating and learning with the handheld technology. Implications for practice, policy, and future research are discussed

مستند نام اشخاص تاييد نشده

Walters, Jennifer L.

مستند نام تنالگان تاييد نشده

UC San Diego

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y