Making meaning, doing math: high school English learners, student-led discussion, and math tracking

Objectives The purposes of this study was to examine the effects of mathematics instruction, incorporate Universal Design for Learning(UDL) and evidence-based instruction, on the multiplication and division achievement and mathematical learning attitudes of 4th grade elementary school students with typical or low achievement in mathematics. Methods The study involved 46 subjects, comprising students from two 4th-grade classes in a public elementary school in Seoul. The subjects were divided into experimental and control groups, with each group further subdivided based on their level of mathematics achievement. The experimental design employed a pretest-posttest control group design along with a repeated measures design. Improvements in students’ multiplication and division achievements were analyzed using a hierarchical linear growth model, while differences in attitudes towards mathematical learning were assessed using paired samples t-tests and analysis of covariance(ANCOVA). Results First, the rate of change in multiplication and division achievement among students with typical math performance in the experimental group was statistically significantly higher than that in the control group. Second, the rate of change in multiplication and division achievement among students with low math performance in the experimental group was significantly higher than that in the control group. Third, within the experimental group, students with low math performance demonstrated a significantly greater rate of improvement in achievement compared to students with typical math performance. Fourth, students in the experimental group showed statistically significant improvement in most areas of mathematical learning attitudes. Finally, there was no statistically significant difference in mathematical learning attitudes between the two subgroups of the experimental group, except for their level of confidence in multiplication and division. Conclusions First, mathematics instruction incorporating Universal Design for Learning (UDL) and evidencebased instruction was effective in improving multiplication and division achievement as well as mathematical learning attitudes among 4th grade elementary students. Finally, it can be inferred that this approach could be an effective method for ensuring foundational academic skills and bridging achievement gaps in general education settings with diverse student characteristics.

Prior research suggests that linguistic complexity may impede mathematics word problem solving by English Learners, but results have been inconsistent. The present study employed an experimental design to investigate the effects of linguistic complexity and mathematics difficulty on word problem solving by middle school English Learners.   Results were consistent with predictions from Cognitive Load Theory: Performance was poorer for word problems written in more complex language compared to the same problems in easier text, and the weakest performance was observed for problems that were both linguistically and mathematically challenging. A Confirmatory Factor Analysis suggested a model including a latent factor, hypothesized to be working memory, provided a good fit to the data.   Additionally, linguistic complexity had a significant influence on students’ perceptions of the mathematical difficulty of the problems.   The results are consistent with recent suggestions that English Learners’ lower performance in math reflects the additional cognitive demands associated with text comprehension.

STEM preparation – especially high school math course-taking – is a key predictor of college entrance. Previous research suggests that high school English learners (ELs) not only take fewer advanced math courses but also enroll in college at much lower rates than non-ELs – a group that includes former ELs. In the present study, we alter the analytic lens to examine whether ever-EL status, i.e. ever being identified for and receiving EL services, moderates the relationship between advanced math and college enrollment. Essentially, do ever-EL students experience the same boost to college enrollment from advanced math as their peers? We employ multilevel models to analyze statewide, longitudinal, administrative K–12 and higher education data to examine how ever-EL status and advanced math – and the interaction between the two – predict high school graduation, college application and enrollment, and level of college attended. Results show that both measures are associated with a greater likelihood of graduating from high school, applying to a four-year college, and enrolling in any college. We also find that ever-EL status moderates the relationship between advanced math and college enrollment, with important implications for students’ access to four-year colleges. Ultimately, ever-EL students experience different returns on advanced math relative to never-ELs.

Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1) compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2) to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children (n = 158) were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that approximate arithmetic training improves early informal, but not formal, math skills.

Mathematical cognition requires coordinated activity across multiple brain regions, leading to the emergence of resting-state functional connectivity as a method for studying the neural basis of differences in mathematical achievement. Hyper-connectivity of the intraparietal sulcus (IPS), a key locus of mathematical and numerical processing, has been associated with poor mathematical skills in childhood, whereas greater connectivity has been related to better performance in adulthood. No studies to date have considered its role in adolescence. Further, hippocampal connectivity can predict mathematical learning, yet no studies have considered its contributions to contemporaneous measures of math achievement. Here, we used seed-based resting-state fMRI analyses to examine IPS and hippocampal intrinsic functional connectivity relations to math achievement in a group of 31 adolescents (mean age=16.42 years, range 15-17), whose math performance spanned the 1% to 99% percentile. After controlling for IQ, IPS connectivity was negatively related to math achievement, akin to findings in children. However, the specific temporo-occipital regions were more akin to the posterior loci implicated in adults. Hippocampal connectivity with frontal regions was also negatively correlated with concurrent math measures, which contrasts with results from learning studies. Finally, hyper-connectivity was not a global feature of low math performance, as math performance did not modulate connectivity of Heschl's gyrus, a control seed not involved in math cognition. Our results provide preliminary evidence that adolescence is a transitional stage in which patterns found in childhood and adulthood can be observed; most notably, hyper-connectivity continues to be related to low math ability into this period.

Within the framework of sociocultural theories, this study investigated how affordances in various beyond the classroom settings supported the development of agency and English proficiency among advanced EFL learners. The participants were 10 Taiwanese college students, each with at least B2 proficiency according to the Common European Framework of Reference for Languages. Data were gathered through a qualitative approach encompassing semi-structured interviews, writing samples, and a 23-item questionnaire. A grounded theory approach was adopted to analyze and interpret the data. The findings revealed that contextual affordances were not always immediately accessible or apparent to learners and exhibited considerable variability across different locations, which could impede or facilitate the learners’ development of agency and English proficiency. The mediator played an indispensable role in guiding learners toward effectively utilizing these resources. Furthermore, the development of learners' English proficiency in beyond-the-classroom settings was intricately intertwined with that of their agency, both of which were deeply rooted in and shaped by sociocultural contexts. As learners enhanced their English proficiency through the mediator’s strategic engagement with contextual affordances, their agency concurrently flourished, prompting them to proactively seek additional affordances and explore further opportunities for autonomous decision-making and action.

Technology and Hybrid Multimedia for Language Learning and Cross-Cultural Communication in Higher Education is a critical component of English language learning. The purpose of this study is to explore technology and hybrid multimedia for language Learning in English language learners (EFL) in higher education. This study aims to explore how cross-cultural communication skills affect learners' technology and hybrid multimedia learning experience and their English proficiency in the context of public university learning. In addition to that, this research uses a case study approach focusing on a group of EFL learners. The data is gathered via comprehensive interviews with EFL (English as a Foreign Language) learners to investigate their encounters and perspectives concerning cross-cultural communication. The interviews and observations are examined to identify and analyze the recurring themes. The results of the study revealed that English learners who have good cross-collaborative communication skills tend to have higher English proficiency. The study reveals that cross-communicative communication has a positive influence on English language proficiency, as it allows EFL learners to gain a deep understanding of various languages and cultures, enhancing their ability to interact with people from diverse cultural contexts effectively.

Examine the short-term (acute) effects of methylphenidate (MPH) on math performance in children with attention-deficit hyperactivity disorder (ADHD) and what factors predict improvement in math performance. One hundred ninety-eight children with ADHD participated in a double-blind, placebo-controlled, randomized crossover MPH trial. Math response to MPH was determined through administration of math problems adjusted to their academic level during the Restricted Academic Situation Scale (RASS). Student t tests were conducted to assess change in math performance with psychostimulants. Correlation between change on the RASS and change on the math performance was also examined. Linear regression was performed to determine predictor variables. Children with ADHD improved significantly in their math with MPH (P < 0.001). The degree of improvement on the RASS (which evaluates motor activity and orientation to task) and on math performance on MPH was highly correlated. A child's age at baseline and Wechsler Individual Achievement Test (WIAT)-Numerical Operations standard scores at baseline accounted for 15% of variances for acute math improvement. MPH improves acute math performance in children with ADHD. Younger children with lower math scores (as assessed by the WIAT) improved most on math scores when given psychostimulants. NCT00483106.

Classroom engagement is often referred to as a crucial factor for students’ academic achievement. However, within the realm of second language acquisition, only a limited number of scholars made empirical investigations into the association between engagement in the English classroom and English academic achievement. In particular, research on second language learners at the basic education stage is lacking. Therefore, this study examines the current state of English classroom engagement among high school students and its relationship with English academic achievement through a case study of students in Henan China. This study found that high school students’ overall English classroom engagement was high, but individual-based agentic behavior engagement was low. Furthermore, male students exhibited significantly lower levels of various dimensions of English classroom engagement compared to female students. Moreover, interaction-based emotional engagement, individual-based cognitive engagement, individual-based behavioral engagement, and interaction-based conventional behavioral engagement were found to significantly predict students’ English academic achievement. Furthermore, gender is found to exert a significant moderating influence on the association between individual-based cognitive engagement and English academic achievement among students. Implications of these findings for English instruction are discussed.

EFL(English as a Foreign Language) learners tend to choose translation strategies in their English learning process. This study aims to examine the potential relationship between English language proficiency and EFL learners’ use of translation strategies, displaying the differences in the use of translation strategies between students at higher level of English language proficiency and those at lower level of English language proficiency. An ITLS questionnaire (The Inventory for Translation as a Learning Strategy) designed by Liao Posen (Liao, 2002：159-161)was distributed to 190 students in Southwest Jiaotong University who had taken the national English language proficiency assessment—CET-4(College English Test Band 4). Based on Independent Sample T-test, the results show that significant differences were found between the proficient EFL learners and the limited English proficient learners in some of the uses of translation strategies, and lower achievers were more likely to adopt translation strategies in English learning. According to Pearson Correlation Analysis and Multiple Regression Analysis, this research also found out that the use of translation to enhance English-language abilities was negatively correlated with English language proficiency and could best predict the negative performance of English language proficiency assessment. Implications for the role of translation strategies in EFL learning are discussed.

English at college level serves not just as a compulsory subject but also as the medium of exploring knowledge in different specialized fields. Many first-year students lay little emphasis on the English language learning and lack awareness of the potential impact of English proficiency on their academic performance at college level. To help first-year students adapt to the increased academic demand and rigor in the new learning environment, the study investigated the English-leaning problems and challenges that confronting 308 freshmen on three different English proficiency levels. The study's purpose was twofold: to gain insight into the difficulties in learning English from a student's perspective, and to suggest practical instructional strategies to facilitate English teachers' curriculum planning. In anonymous questionnaire, students were asked to identify the difficult aspects in learning English as well as to pinpoint the extent to which their English skills demand improvement on a 5-point Likert scale. The results of the study revealed that grammar seemed the crucial factor on how well students perceived their speaking, reading, and writing competency; moreover, the results also revealed some issues that English teachers might want to take into consideration in planning curriculum to respond to students with varied English proficiency and to address their learning needs.

This study investigates whether English-medium instruction (EMI) has an impact on Chinese undergraduates' English proficiency and affect in English learning and use. A cross-section of 136 sophomores and juniors were drawn from an English-medium and a parallel Chinese-medium program. Data included: (a) participants' scores on two national standardized English proficiency tests; (b) their English-related affect as measured by three scales adapted from Gardner's (2004) Attitude/Motivation Test Battery; (c) their perceptions of EMI in Chinese tertiary education elicited with a survey developed by the Chinese Ministry of Education (2006), and (d) interviews with 10 focal students from the English- and Chinese-medium programs. Results showed no statistically significant effect of medium of instruction on English proficiency or affect in English learning and use. However, extent of satisfaction with EMI, perceived necessity for EMI, and perceived increases in study burden had statistically significant effects on the outcome measures. Additionally, prior English proficiency was the strongest predictor of subsequent English proficiency and English-related affect. These findings raise concerns about the quality of the focal English-medium program and point to students' perceptions of EMI and prior English proficiency as crucial influences on further language learning and use.

The purpose of this thesis was to further our understanding of the role of distributed cognition (with the use of pen and paper) in defusing the impact of evaluative pressure caused by priming gender-related stereotypes about girls’ maths performance and performance-approach goals on mental arithmetic performance. Interactivity is the transferring of internal cognitive process (e.g., computing simple maths tasks) to the outside world by using different tools (e.g., pen and paper). Some members of social groups (e.g., women) may not perform well in mathematics after negative stereotypes about their academic performance in the mathematical domain, which is known as stereotype threat. Stereotype threat is the risk of confirming a negative stereotype expectation about one’s group. Another decrement to performance may be caused by achievement goals, such as performance-approach goals. Performance-approach goals are linked to normative behaviour where the individual is motivated by outperforming others in academic performance. Negative stereotyping and performance-approach goals can generate anxiety that deplete existing working memory resources. However, some of these working memory limitations can be compensated by off-loading the internal cognitive process to the external environment. We tested whether off-loading could buffer the effects of stereotype threat and performance-approach goals in four experiments. In Studies 1 (16-year-old girls) and 2 (female university students), participants carried out mental arithmetic tasks in the stereotype threat condition or control, crossed with interactivity or no interactivity. There was increased maths performance (accuracies) with interactivity, confirming existing literature. Additionally, the solution latencies were improved when the mental arithmetic tasks were in a known format. However, when the maths tasks were in a novel format, the participants of the second study became slower because of speed-accuracy trade-off. The first two studies found no statistically significant effects of stereotype threat on maths performance. Nevertheless, working memory in participants in Study 1 was depleted in the stereotype threat condition, but it did not affect mental arithmetic performance. Finally, the participants in the interactive conditions in Study 2 had a reduction of their state maths anxiety levels measured at the end of the experiment. Studies 3 (Pilot Study) and 4 focused on achievement goals and their differing effects on working memory. Female university students carried out modular arithmetic tasks in a performance-approach goal or mastery-approach goal condition crossed with interactivity or no interactivity. Performance-approach goal endorsement hampered cognitive performance, as measured by maths accuracy in Study 3, but not in Study 4. These findings were extended in Study 4 where these negative effects were reduced with the help of interactivity. Across both studies, individuals in the mastery-approach goal condition had a performance drop in the interactive condition (Study 3 and 4). Thus, interactivity did not benefit the cognitive performance of these participants. Finally, Study 4 reported higher maths anxiety levels for the individuals in the performance-approach condition. However, the increased maths anxiety levels were not reduced with the help of distributed cognition. Reasons for the findings and future implications will be discussed.

The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

Learning English is vital for young learners today given both the increasing globalization of academic, governmental, economic affairs and associated rise in the global profile of English as a lingua franca as well as potential for personal enrichment that comes with learning any foreign languages. As the need for learning English among young learners increases, so does the need for appropriate measures for informing relevant stakeholders ( e.g. learners, parents and educators) of the learners English Proficiency Level. Inevitably, the appropriate measurement of English proficiency will be critical if assessment is to play an effective role in young learners’ English development and academic success. &#x0D; In order to equip learners properly, English teachers working in the school system must have the necessary knowledge of English as a school subject and the skills to teach it in a way that learners find motivating and meaningful. In addition, teachers should be able to support their students as they become more autonomous in their language learning.&#x0D; In devising English Language Proficiency assessments for young learners, an array of issues needs to be carefully thought out in terms of young learner’s characteristics and their language development. For that, Theories of learning and intelligence can be used to identify and clarify the claims that are made in English Language Proficiency tests and validity of test interpretations. According to the theory of Multiple Intelligences (MI) every single child and person in general, can excel in a different area depending on their intelligence (linguistic, logico mathematical, visual-spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal and naturalist). The implications for language teaching are that classroom activities should be organised in a way which stimulates our students’ various intelligences. As a result, they get more actively involved in the learning process.