Adult English Language Learners' Perceptions of Audience Response Systems (Clickers) as Communication Aides: A Q-Methodology Study

TESOL Journal ◽  
2013 ◽  
Vol 4 (1) ◽  
pp. 182-193 ◽  
Author(s):  
Lisa Ann Rodriguez ◽  
Maryfriend Shepard
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Q Methodology ◽  
English Language ◽  
Audience Response ◽  
Audience Response Systems ◽  
Response Systems ◽  
Adult English Language Learners

Developmentally Distinct Learning Experiences Among Adult English Language Learners

2018 ◽  
Vol 30 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Jennifer Ouellette-Schramm
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Basic Education ◽  
Learning Experience ◽  
Qualitative Interviews ◽  
Learning Experiences ◽  
Developmental Theory ◽  
College Level ◽  
Adult English Language Learners

Many adult English language learners (ELLs) aspire toward postsecondary educational programs but do not go on to obtain college credentials after beginning classes in Adult Basic Education (ABE) or community college English as a second or other language classes to prepare for college-level English. Understanding how adult ELLs experience learning in such programs may help programs support adult ELL persistence. A lens that has illuminated qualitative differences in adult learning experience is that of constructive-developmental theory (CDT). This small qualitative case study used a CDT lens and grounded theory to investigate developmental perspectives and learning experiences among nine ABE ELLs in a college preparation class. Data included two qualitative interviews per participant, demographic questionnaires, and reading scores. Findings included notable developmental diversity among participants and qualitatively distinct learning experiences related to finding motivation, ways of learning, and navigating challenge. This article discusses these different learning experiences, including supporting developmentally diverse adult ELLs.

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