Term

Spring 2017

Capstone

Thesis

Degree Name

MAESL

Primary Advisor/Dissertation Chair

Lisa Robb

Secondary Advisor/Reader One

Feride Erku

Peer-Reviewer/Reader Two

Shelley Sorenson

Abstract

The purpose of this study was to compare the effectiveness of interactive video instruction to teacher-led direct instruction for pre-teaching science vocabulary to newcomer middle school ELs. The second phase of the experiment utilized interactive videos to pre-teach science vocabulary in a flipped learning environment. This study was influenced by vocabulary experts Beck, McKeown, and Kucan, as well as R. E. Mayer, multimedia learning expert. Data collection included pre-tests and post-tests of expressive and receptive vocabulary knowledge, as well as a student survey to determine ease of use, students’ perceived learning and satisfaction with the type of instruction. Results from the study showed that expressive vocabulary gains outpaced receptive vocabulary gains and that strong first language skills were more closely linked to vocabulary gains than strong second language skills. From the study, it may be concluded that interactive videos are not as effective as teacher-led vocabulary pre-teaching and that interactive videos used for flipped learning are equally as effective as interactive videos used within regular classroom instruction.

Research Methodology

Action Research

Keywords

ESL/ ELLs, Science, Technology, Vocabulary

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