Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education



First Advisor

Elizabeth Whalen




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.

Included in

Education Commons