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

Included in

Education Commons

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