Term

Fall 2017

Capstone

Thesis

Degree Name

MAESL

Primary Advisor/Dissertation Chair

Betsy L. Parrish

Secondary Advisor/Reader One

Jenifer Vanek

Peer-Reviewer/Reader Two

Ellen Clore-Patron

Abstract

This study built on previous research about the effectiveness of using Project-Based Learning in adult ESL classes. The study investigated whether a class project on U.S. careers could help students meet the College and Career Readiness (CCR) standards by learning how to extract, analyze, and use evidence from texts to support claims. The results of students' pre-tests and post-tests and an examination of students' writing showed that they improved in their acquisition of that skill during the semester-long project. Student survey responses and teacher observations also showed other positive results from the PBL approach. One possible limitation was the use of non-normed assessments. Future research should consider whether shorter, less intensive projects and projects with lower-proficiency level learners would show promising results.

Research Methodology

Action Research, Observation, Survey (attitude scale, opinion, questionnaire), Text Analyses

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Education Commons

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