Lisa's+Module+3+Page

=Gap in the Research= = = The gap in the knowledge base is identified as studies pertaining to the use of SRS with second language learners Although many studies have been conducted with student response systems to examine their effects on student motivation and participation levels  and their positive correlation with higher academic achievement (Bergtrom, 2006; Boscardin, Crawford, Masyn, & Penuel, 2006; Edmonds & Edmonds, 2008, Jackson & Trees, 2007; Mohr & Mohr, 2007; Thoms & Williams, 2008; & Yoon, 2007) , none have been found that pertain specifically to second language learners.

=Research Questions =


 * Does the use of student response systems increase participation levels of second language learners?
 * What are English language learners’ perceptions of student response systems (clickers) as tools to facilitate communication in a predominantly English-speaking environment?
 * What are second language learners’ parents’ attitudes about attending their children’s school events, meetings, and activities?
 * What factors help or hinder the participation of second language learners’ parents’ in school activities?

=Problem Statement=



Second language learners’ receptive abilities precede their expressive abilities. Even after acquiring beginning proficiency levels, they may not express themselves because of insecurity about pronunciation, grammar, or lack of vocabulary. The same issues that hinder students from demonstrating their knowledge or expressing their opinions in English may also hinder their parents from participating in the school setting. Parent involvement and home-school partnerships are critical for students' academic and emotional wellbeing. Therefore, it is imperative to develop practices that enable non-native English speaking parents to participate fully in school meetings, events, and activities and to express their opinions and ideas.

Although many studies have been conducted with student response systems to examine their effects on student motivation and participation levels  and their positive correlation with higher academic achievement (Bergtrom, 2006; Boscardin, Crawford, Masyn, & Penuel, 2006; Edmonds & Edmonds, 2008, Jackson & Trees, 2007; Thoms & Williams, 2008) , none have been found that pertain specifically to second language learners. The potential for student response systems to enable teachers to differentiate instruction for students at beginning levels of language proficiency by allowing them to demonstrate knowledge or express opinions nonverbally may make them valuable tools in classrooms with second language learners. Therefore, it is suggested that research focusing on the use of student response systems with second language learners is critical.

=Theory=

Bronfenbrenner’s Ecological Systems Theory Krashen’s Theory of Second Language Acquisition

Kra <span style="line-height: 115%; font-family: 'Arial', 'sans-serif'; font-size: 12pt; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">shen's (1981, 1985) <span style="line-height: 115%; font-family: 'Arial', 'sans-serif'; font-size: 12pt; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Seco <span style="line-height: 115%; font-family: 'Arial', 'sans-serif'; font-size: 12pt; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">nd Language Acquisition Theory <span style="line-height: 115%; font-family: 'Arial', 'sans-serif'; font-size: 12pt; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> will provide part of the conceptual framework for this study to provide rationale for providing nonverbal communication opportunities to second language learners in order to increase participation. Bronfenbrenner's (1979) Ecological Model will provide the conceptual framework for developing home-school partnerships that will be most beneficial for English language learners and their parents.

=References=

Bergtrom, G. (2006). Clicker sets as learning objects. Interdisciplinary Journal of Knowledge and Learning Objects. Vol. 2. p. 105-110.

Boscardin, C., Crawford, V., Masyn, K., & Penuel, W. (2006). Teaching with student response systems in elementary and secondary education settings: A survey study. Association for Educational Communications and Technology.

Bronfenbrenner, U. (1979). //The ecology of human development: Experiments by nature and design//. Cambridge, MA: The President and Fellows of Harvard College.

Edmonds, C., & Edmonds, T. (2008). An empirical investigation of the effects of SRS technology on introductory managerial accounting students. Issues in Accounting Education. 23(3), 421-434.

Jackson, M., & Trees, A. (2007). The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems. Learning, Media and Technology. 32(1). 21-40.

Krashen, S.D. (1981). Second language acquisition and second language learning. Los Angeles: Pergemon Press.

Krashen, S.D. (1985). Inquiries and Insights. Hayward, CA: Alemany Press.

Mohr, E., & Mohr, K. (2007). Extending English-language learners’ classroom interactions using the response protocol. International Reading Association. P. 440-450.

Thoms, C., & Williams, H. (2008). Using student response systems to promote retention of course content in an engaging learning environment. Journal of Interactive Instruction Development. 20(1), 3-10