Date of Award
8-2018
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Elizabeth Whalen
Department/School
Education
Abstract
The purpose of this study was to determine if the implementation of interactive word walls influenced student academic vocabulary acquisition and the academic achievement of students in a tenth-grade biology unit with a focus on English Language Learners (ELL). This study took place in a midsized suburban high school in a midwestern state with 64 tenth-grade biology students. A mixed methods research approach was employed that included analysis of pre- and post-tests, weekly formative assessments (quick writes), observation tallies of student word wall usage, student feedback, and a reflective teacher journal. The data showed that the interactive word wall was effective in helping students gain a stronger understanding of content-specific vocabulary. Both ELL and non-ELL students’ academic vocabulary increased, however ELL students and traditionally low performing students benefited from the use of the word wall the most. It is recommended that implementation of interactive word walls be used in high school science settings.
Recommended Citation
Curtis, Jessica A.. (2018). The Effects of Interactive Word Walls on English Language Learners’ Academic Vocabulary Acquisition. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/279