iLearn with iPods: English Language Learners’ Using Technology to Understand

Homophones

Sirena M. MontgomeryMay 2, 2012

English Language Learner SpecializationSupervised by Dr. Courtney Clayton

Introduction

Problem: Creating effective literacy instruction for English language learners (ELLs).

Research Question: Will the use of technology increase students’ success and motivation in learning homophones?

Key TermsHomophones: Words that sound the same, but are

sometimes spelled differently. (Son, Sun)

Podcasts: media files released episodically and downloaded onto portable devices.

English language learner: Student learning English as a second language.

World-Class Instructional Design and Assessment (WIDA) Levels: Measurement that Virginia uses to measure English Language Proficiency.

Literature Review

Effective Instruction for ELLs (Helman, 2009) - Explicit Instruction with Visuals

Homophone Understanding (Jacobson, Lapp & Flood, 2007)- Frequency of homophones in writing requires understanding

Correlation Between Technology and Motivation (Lee, McLoughlin & Chan, 2007)- Students maintain focus when using technology

Research Question

Will the use of technology increase ELL students’ success and motivation in

learning homophones?

Methodology

Setting• Title I school located in suburban Virginia• First grade classroom• 21 students in class

Participants• 5 ELL students (Spanish, Mandarin Chinese)• WIDA Levels

(Student One - Level 6: Reaching)(Student Two – Level 2: Beginning)(Student Three – Level 5: Bridging)(Student Four – Level 3: Developing)(Student Five – Level 4: Expanding)

Methodology

Weeks 1 – 3 (Mirrored Instruction)

Weeks 4 – 6(Technology Intervention)

Sent, Scent, CentSea, See

Through, ThrewWrite, Right

Plain, PlaneEight, Ate

Pair, PearOne, Won

Wear, WhereBlue, Blew

Sun, SonRoad, Rode

Current Instruction (Weeks 1 – 3)

One Won

Ate Eight

Procedure1.Showed students an index card with homophone and visual.2.Orally gave a sentence using the homophone.3.Students then wrote homophone on white board. 4.Students orally gave their own sentence with homophone.5.Repeated for all homophones.

Technology (Weeks 4 – 6)

Procedure

1. On the first day, the researcher gave instructions on where to find the podcasts.2. Students listened to each homophone word twice. 3. Once the students were finished, the researcher asked the student to give a sentence with one of the homophone words.4. Repeated for all homophones.

Data Collection

Audio/ Video Recording

Audio/ Video recordings were used as an additional observation tool.

Weekly Assessments

Pre-Questionnaire

Post-Questionnaire

•

Additional question of “Why?” was asked along with question two and researcher

recorded participants’ answers.

Observation Chart

Day 1 Day 2

Facial Expressions

Wandering eyes

On-TaskBehavior

Following directions

Off-Task Behavior

Doodling on white

board

Student Remarks

“Can I go back to my

seat to finish my

desk work?”

Sample Observation Chart (Non-iPod))

Day 1 Day 2

Facial Expressions Wide

eyes

On-TaskBehavior

Focused on iPod

Off-Task Behavior N/A

Student Remarks

“Wow! This is fun!”

Sample Observation Chart (iPod))

Results

Technology1.Students with a WIDA score of 4, 5,

and 6 showed no growth with technology.

2.Students with a WIDA score of 2 and 3 showed growth with technology.

Results (No Growth)

Student One Student Three Student Five

(WIDA Level 6) (WIDA Level 5) (WIDA Level 4)

Results(Growth)

Student Two Student Four

(WIDA Level 2) (WIDA Level 3)

Results(Motivation)

Motivation1.The data suggests all students were

more focused when using iPods.

Results(Motivation)

“It would be something else to do.”

“Yes, because I don’t have one at home.”

“They are fun to play with.”

Conclusion

Technology increases homophone understanding in English language learners if their WIDA levels are entering (1), beginning (2), or developing (3).

Technology motivates all ELL students to stay on-task.

References

Gentry, L. (1982). Relative frequency of homophones in children’s writing. SWRL Educational Research and Development. p 3 – 9.

Helman, L. (2009). Effective Instructional Practices for English Learners. Literacy Development with English Learners: Research-based instruction in grades k – 6, p 234 – 251.

Jacobson, J., Lapp, D., & Flood, J. (2007). A seven-step instructional plan for teaching English-language learners to comprehend and use homonyms, homophones, and homographs. International Reading Association, p 98 – 111.

Lee, M. J. W., McLoughlin, C., & Chan, A. 2008. Talk the talk: Learner-generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology 39(3): 501-521.

Questions?