Date of Graduation
Project/Capstone - Global access
Master of Arts in Teaching English to Speakers of Other Languages (TESOL)
School of Education
International and Multicultural Education (IME)
Dr. Luz Garcia
This field project investigates the self-directed learning (SDL) practices that could increase learner outcomes in English language acquisition for beginning adult English language learners (ELLs), and presents on a website designed for the learner, the practices and local resources to engage them. Non-credit English as a second language (ESL) courses in community colleges in the San Francisco Bay Area have high enrollment and low levels of advancement, especially beginning levels. Latinx adult ELLs face unique challenges that contribute to their low rates of advancement, including linguistic isolation, and work and home duties that often prevent learners from attending classes the minimum hours necessary for language acquisition. Thus, ELLs could benefit from using SDL practices outside of the classroom to increase English language acquisition. However, studies show that beginning adult Latinx ELLs are not practicing English outside of the classroom, and are often unaware of the various SDL practices they could engage in. The website outlines different SDL practices a learner can engage in, to both improve specific skills and overall learner outcomes. By identifying effective SDL practices for English acquisition and placing tools and local resources to practice them directly in the hands of the learner, beginning adult Latinx ELLs in San Francisco Bay Area ESL courses may increase their learning outcomes and matriculation rates.
Parisi, Jessica, "Self-directed Learning Practices in ESL: How Beginning Adult Latinx English Language Learners Can Increase Learning Outcomes" (2020). Master's Projects and Capstones. 985.