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024 7    |a PE1128.A2 M37 2009_MartinezMario |2 BU-Local
050    4 |a PE1128.A2 M37 2009
100        |a Martinez de Castro, Mario.
245 10 |a The effect of a listening/speaking curriculum on the achievement of adult English language learners |h [electronic resource].
260        |a Miami, Fla. : |b Barry University, |c 2009.
300        |a ix, 86 leaves ; |c 28 cm
490        |a Barry University Dissertations -- School of Education.
502        |a Thesis (Ph.D.)--Barry University, 2009.
504        |a Includes bibliographical references (leaves 64-70).
506        |a Copyright Mario Martinez de Castro. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
520 3    |a Purpose : The purpose of this study was to investigate the effect of a listening/speaking curriculum on the academic achievement of adult English Language Learners (ELL). This study evaluated the effect of a listening and speaking curriculum on the academic achievement of ELLs. The focus of the study was on the discrepancies encountered in student listening and reading test scores. The effectiveness of the curriculum was measured by comparing reading and listening test scores of the students who participated in classes that incorporated the listening/speaking program to the scores of those students taking the courses in the traditional format. Studies of this nature are instrumental in helping educators to better meet the needs of this growing student population in the country which may have implications on the motivation and persistence of students. Method : The study was quantitative and implemented a casual-comparative research design to determine whether a relationship existed between the experimental treatment and the achievement of adult ELL. Descriptive and inferential statistics were used for the data analysis. Descriptive statistics were presented with regard to the gender and ethnicity of the participants. The mean gain was analyzed using independent t-tests at the .05 level of significance to assess differences, if any, between the experimental group and control group on the dependent measure. Findings : The results showed that the academic achievement in listening of students who participated in classes that incorporated the listening/speaking curriculum was significantly higher in comparison to the students who did not participate in the curriculum. In contrast, no significance was found on the academic achievement in reading of the same student population. The results of this study showed a positive link between academic achievement of students and the participation of these in classes that incorporated a targeted listening/speaking curriculum.
533        |a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software.
535 1    |a Barry University Archives and Special Collections.
650    0 |a English language |x Study and teaching |x Foreign speakers.
650    0 |a Adult learning |x United States.
650    0 |a Second language acquisition.
650    0 |a Limited English-proficient students |x Education |x United States.
650    0 |a Test of spoken English.
655    0 |a Academic theses.
830    0 |a Barry University Digital Collections.
830    0 |a Theses and Dissertations.
852        |a BUDC |c Theses and Dissertations
856 40 |u http://sobekcmsrv.barrynet.barry.edu/AA00001817/00001 |y Click here for full text
992 04 |a https:/budc.barry.edu/content/AA/00/00/18/17/00001/PE1128_A2 M37 2009_MartinezMariothm.jpg
997        |a Theses and Dissertations


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