Term
Fall 12-11-2015
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Ann Mabbott
Secondary Advisor/Reader One
Julie Schmidt
Peer-Reviewer/Reader Two
Matthew Pletcher
Abstract
This qualitative mixed methods case study explores how LinguaFolio® Online is an appropriate strategy for increasing self-regulated learning in a beginning ESL class. Five participants in a middle school beginning ESL class used LinguaFolio® Online over eight weeks in order to report on learning and submit evidence exemplars. All participants used LinguaFolio® Online for various user interactions concerning self-regulation and self-assessment. Participants completed a pre- and post-survey so that perceptions could be compared before and after use of LinguaFolio® Online. The results of this study specify two important trends; first, regular use of the selfassessment lists contained within LinguaFolio® Online may have an impact on student awareness of skill development over time for certain areas as measured by a student pre- and post-survey. Secondly, LinguaFolio® Online may be an effective formative tool allowing students to self-report their learning as well as identify goals over time.
Research Methodology
Action Research, Case Study, Survey
Keywords
Achievement, Assessment, ESL/ ELLs, Motivation
Recommended Citation
Davey, Melissa Rose, "Student Self-Regulated Learning Through Use Of The Linguafolio® Online In A Beginning Middle School El Class" (2015). School of Education and Leadership Student Capstone Theses and Dissertations. 264.
https://digitalcommons.hamline.edu/hse_all/264