Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Amy White

Abstract

AbstractWith the growing number of non-native English speakers, improving communication through direct vocabulary instruction (DVI) is important. The problem investigated in this study was that English as a second language (ESL) teachers were not using the strategy DVI, in the ESL classroom. The purpose of this basic qualitative study was to explore ESL teachers’ perspectives about DVI for adult English language learners (ELLs) in a Midwestern state. The conceptual framework was drawn from Vygotsky’s constructivist theory because ESL teachers construct meaning from their experiences and what they have learned about vocabulary to improve reading comprehension for adult ELLs. The research question was used to ask about the perspectives of ESL teachers about DVI as a strategy to improve reading comprehension for adult ELLs with limited English and literacy skills. The participants were 11 ESL teachers from different school settings who volunteered to participate in interviews via the Zoom platform. Data were analyzed using open, thematic coding to identify patterns and develop themes which were: (a) teachers use a variety of instructional techniques, (b) teachers increased use of technology, (c) teachers lack direct/explicit vocabulary instruction in skill areas, and (d) teachers reported barriers to implementing DVI. The findings, if used to drive improvements in DVI with adult ELLs could assist them with better learning outcomes, continuing education, better job opportunities, and social contributions to their communities. These implications support positive social change and the growth and development of ELLs so they could advance their education, seek citizenship, maintain residency, and stimulate the economy with their financial contributions.

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