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The Effects of Integrating Digital Storytelling on English Language Learners' Academic Performance : A Quantitative Causal-Comparative Study.

Ramona. Nnakwe ProQuest Information and Learning Co.; Northcentral University. Education. 2019

Dissertations Abstracts International 80-11A.

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  • 題名:
    The Effects of Integrating Digital Storytelling on English Language Learners' Academic Performance : A Quantitative Causal-Comparative Study.
  • 著者: Ramona. Nnakwe
  • ProQuest Information and Learning Co.; Northcentral University. Education.
  • 主題: English as a Second Language; Educational leadership; Secondary education; Digital storytelling; Oral language skills; Reading comprehension; Electronic books
  • 所屬期刊: Dissertations Abstracts International 80-11A.
  • 描述: A noticeable and national trend in schools is the rapidly increasing number of English language learners. Due to their language barriers and cultural differences in the classroom, this increase creates more challenges for educators. Researchers have shown that this population of students perform more poorly on reading comprehension assignments and have less well-developed oral language skills in comparison to their non-ELL classmates. This study aims to investigate how and if ELLs respond to a digital storytelling intervention over an 8-week period. Building on existing data of technology-based instruction, this researcher asked: What differences exist between ELLs who receive a digital storytelling intervention and ELLs without this intervention? What differences exist between level 2 ELLs and level 3 ELLs with and without the digital storytelling intervention? Using a quantitative causal-comparative study design, the researcher compared the results of a pre-test and post-test. This study consisted of 80 ELL students, who were all classified as high school juniors. Forty of the students were in the control group, and forty were in the intervention group. A MANCOVA was used by IBM SPSS Statistics software to analyze the data. The researcher revealed that ELLs who received the digital storytelling intervention were able to achieve higher scores in both reading comprehension and oral language in comparison to the ELL students who did not receive the intervention. The researcher also revealed that level 2 ELL students showed more growth than the level 3 ELL students in both reading comprehension and oral language. These findings imply that there is a benefit to integrating digital storytelling into high school English classrooms.
  • 出版者: Thesis (Ed.D.)--Northcentral University, 2019.
  • 建立日期: 2019
  • 格式: 1 online resource (133 pages)..
  • 語言: 英文
  • 識別號: ISBN9781392117958
  • 資源來源: NUTN ALEPH
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