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The Effects of Classroom Interaction Patterns and Student Characteristics on the Acquisition of Proficiency in English as a Second Language. Summary Report.

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Title: The Effects of Classroom Interaction Patterns and Student Characteristics on the Acquisition of Proficiency in English as a Second Language. Summary Report.
Authors: Stone, Meredith K., McDonald, Frederick J., Educational Testing Service, Princeton, NJ.
Peer Reviewed: N
Page Count: 21
Publication Date: 1977
Sponsoring Agency: New Jersey State Dept. of Education, Trenton.
Document Type: Reports - Research
Descriptors: Academic Achievement, Adult Basic Education, Adults, Age Differences, Classrooms, Day Schools, Educational Background, English (Second Language), Ethnic Origins, Interaction, Language Instruction, Language Proficiency, Oral English, Predictor Variables, Sex Differences, Spanish Speaking, Student Characteristics, Student Teacher Relationship, Teacher Behavior, Teacher Characteristics, Teaching Methods, Teaching Styles
Abstract: A study to determine the effects of certain teaching methods on English proficiency is summarized. Participants were students and teachers of English as a second language at the West New York (New Jersey) Adult Learning Center. A pretest, observation, post test design was used. Data on student background characteristics such as age, sex, previous education and employment, and country of origin were also collected. Results of the statistical analysis indicated that teaching style did affect student gains in proficiency, particularly for certain types of students. The analysis--which considered student background, classroom interaction patterns, pretest performance, and final proficiency--indicated that there were four combinations related to superior classrooms. (1) Students with more education, more previous English instruction, and higher level jobs learned more with a free response mode and a question and answer paradigm. (2) Students who had been in this country longer, had higher level jobs, and had studied English previously demonstrated exceptional gains when instruction included direct-read and/or ask questions along with free response, and question-answer-corrective feedback-prompt-answer interactions. (3) Well-educated, well-employed women with superior English training in their country of origin demonstrated high achievement with the interaction pattern, teacher direct-student read and/or ask question. (4) Younger, less well-educated male students who had recently arrived from Western Europe learned well when interaction patterns were supportive and individualized. (Author/MV)
Entry Date: 1977
Accession Number: ED146200
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Report
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  Label: Title
  Group: Ti
  Data: The Effects of Classroom Interaction Patterns and Student Characteristics on the Acquisition of Proficiency in English as a Second Language. Summary Report.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Stone%2C+Meredith+K%2E%22">Stone, Meredith K.</searchLink><br /><searchLink fieldCode="AR" term="%22McDonald%2C+Frederick+J%2E%22">McDonald, Frederick J.</searchLink><br /><searchLink fieldCode="AR" term="%22Educational+Testing+Service%2C+Princeton%2C+NJ%2E%22">Educational Testing Service, Princeton, NJ.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1977
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: New Jersey State Dept. of Education, Trenton.
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Basic+Education%22">Adult Basic Education</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Day+Schools%22">Day Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Background%22">Educational Background</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Origins%22">Ethnic Origins</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Instruction%22">Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+English%22">Oral English</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Differences%22">Sex Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+Speaking%22">Spanish Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Relationship%22">Student Teacher Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A study to determine the effects of certain teaching methods on English proficiency is summarized. Participants were students and teachers of English as a second language at the West New York (New Jersey) Adult Learning Center. A pretest, observation, post test design was used. Data on student background characteristics such as age, sex, previous education and employment, and country of origin were also collected. Results of the statistical analysis indicated that teaching style did affect student gains in proficiency, particularly for certain types of students. The analysis--which considered student background, classroom interaction patterns, pretest performance, and final proficiency--indicated that there were four combinations related to superior classrooms. (1) Students with more education, more previous English instruction, and higher level jobs learned more with a free response mode and a question and answer paradigm. (2) Students who had been in this country longer, had higher level jobs, and had studied English previously demonstrated exceptional gains when instruction included direct-read and/or ask questions along with free response, and question-answer-corrective feedback-prompt-answer interactions. (3) Well-educated, well-employed women with superior English training in their country of origin demonstrated high achievement with the interaction pattern, teacher direct-student read and/or ask question. (4) Younger, less well-educated male students who had recently arrived from Western Europe learned well when interaction patterns were supportive and individualized. (Author/MV)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1977
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED146200
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED146200
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Adult Basic Education
        Type: general
      – SubjectFull: Adults
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Day Schools
        Type: general
      – SubjectFull: Educational Background
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Ethnic Origins
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Language Instruction
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Oral English
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Sex Differences
        Type: general
      – SubjectFull: Spanish Speaking
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Student Teacher Relationship
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teaching Styles
        Type: general
    Titles:
      – TitleFull: The Effects of Classroom Interaction Patterns and Student Characteristics on the Acquisition of Proficiency in English as a Second Language. Summary Report.
        Type: main
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          Name:
            NameFull: Educational Testing Service, Princeton, NJ.
      – PersonEntity:
          Name:
            NameFull: Stone, Meredith K.
      – PersonEntity:
          Name:
            NameFull: McDonald, Frederick J.
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          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 1977
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