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Student and Teacher Perceptions of a Mobile-Based Biology Vocabulary Study Tool for English Language Learners

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dc.contributor.advisor Brozo, William G. Cruz, Maria B.
dc.creator Cruz, Maria B. 2012-03-01 2012-05-31T15:13:45Z NO_RESTRICTION en_US 2012-05-31T15:13:45Z 2012-05-31
dc.description.abstract English language learners studying biology face a dual challenge of mastering both content and language. Teaching ELLs how to engage in scientific discourse using appropriate language to ask, answer, explain, and make predictions about science requires a foundational knowledge of content-specific vocabulary. This study used qualitative interviews with intermediate-level ELLs at an American high school to learn how a supplemental iPod-based vocabulary review tool influenced their perceptions of learning biology vocabulary outside of classroom hours. Interviews with their biology teacher were also used to complement student testimony from the point of view of an educational professional with ELL teaching experience. Past studies in the area of mobile learning have primarily employed questionnaires to gather feedback from participants. This research study adds greater participant voice to the body of literature that encompasses mobile language learning, second language acquisition, and science education by presenting nuanced opinions from both students and teachers. This dissertation concludes with a discussion on the influence that this study could have on further research in the fields of mobile learning, academic vocabulary, and student learning behaviors.
dc.language.iso en_US en_US
dc.subject Vocabulary en_US
dc.subject Adolescent en_US
dc.subject Biology en_US
dc.subject Mobile Learning en_US
dc.subject ELL en_US
dc.subject iPod en_US
dc.title Student and Teacher Perceptions of a Mobile-Based Biology Vocabulary Study Tool for English Language Learners en_US
dc.type Dissertation en PhD in Education en_US Doctoral en Education en George Mason University en

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