iLearn with iPods: English Language Learners’ Using Technology to Understand Homophones Sirena M. Montgomery May 2, 2012 English Language Learner Specialization Supervised by Dr. Courtney Clayton

Introduction Problem: Creating effective literacy instruction for English language learners (ELLs). Research Question: Will the use of technology increase students’ success and motivation in learning homophones?

Key Terms Homophones: Words that sound the same, but are sometimes spelled differently. (Son, Sun) Podcasts: media files released episodically and downloaded onto portable devices. English language learner: Student learning English as a second language. World-Class Instructional Design and Assessment (WIDA) Levels: Measurement that Virginia uses to measure English Language Proficiency.

Literature Review Effective Instruction for ELLs (Helman, 2009) - Explicit Instruction with Visuals Homophone Understanding (Jacobson, Lapp & Flood, 2007) - Frequency of homophones in writing requires understanding Correlation Between Technology and Motivation (Lee, McLoughlin & Chan, 2007) - Students maintain focus when using technology

Research Question Will the use of technology increase ELL students’ success and motivation in learning homophones?

Methodology Setting Title I school located in suburban Virginia First grade classroom 21 students in class Participants 5 ELL students (Spanish, Mandarin Chinese) WIDA Levels (Student One- Level 6: Reaching) (Student Two– Level 2: Beginning) (Student Three– Level 5: Bridging) (Student Four– Level 3: Developing) (Student Five– Level 4: Expanding)

Methodology Weeks 1 – 3 (Mirrored Instruction) Weeks 4 – 6 (Technology Intervention) Sent, Scent, Cent Sea, See Through, Threw Write, Right Plain, Plane Eight, Ate Pair, Pear One, Won Wear, Where Blue, Blew Sun, Son Road, Rode

Current Instruction (Weeks 1 – 3) One Won AteEight Procedure 1.Showed students an index card with homophone and visual. 2.Orally gave a sentence using the homophone. 3.Students then wrote homophone on white board. 4.Students orally gave their own sentence with homophone. 5.Repeated for all homophones.

Technology (Weeks 4 – 6) Procedure 1. On the first day, the researcher gave instructions on where to find the podcasts. 2. Students listened to each homophone word twice. 3. Once the students were finished, the researcher asked the student to give a sentence with one of the homophone words. 4. Repeated for all homophones.

Data Collection Video/Audio Recordings Weekly Assessments Pre- Questionnaire Post- Questionnaire Observation Chart

Audio/ Video Recording Audio/ Video recordings were used as an additional observation tool.

Weekly Assessments

Pre-Questionnaire

Post-Questionnaire Additional question of “Why?” was asked along with question two and researcher recorded participants’ answers.

Observation Chart Day 1Day 2 Facial Expressions Wandering eyes On-Task Behavior Following directions Off-Task Behavior Doodling on white board Student Remarks “Can I go back to my seat to finish my desk work?” Sample Observation Chart (Non-iPod)) Day 1Day 2 Facial Expressions Wide eyes On-Task Behavior Focused on iPod Off-Task Behavior N/A Student Remarks “Wow! This is fun!” Sample Observation Chart (iPod))

Results Technology 1.Students with a WIDA score of 4, 5, and 6 showed no growth with technology. 2.Students with a WIDA score of 2 and 3 showed growth with technology.

Results (No Growth) Student One Student Three Student Five (WIDA Level 6) (WIDA Level 5)(WIDA Level 4)

Results (Growth) Student TwoStudent Four (WIDA Level 2) (WIDA Level 3)

Results (Motivation) Motivation 1.The data suggests all students were more focused when using iPods.

Results (Motivation) “It would be something else to do.” “Yes, because I don’t have one at home.” “They are fun to play with.”

Conclusion Technology increases homophone understanding in English language learners if their WIDA levels are entering (1), beginning (2), or developing (3). Technology motivates all ELL students to stay on-task.

References Gentry, L. (1982). Relative frequency of homophones in children’s writing. SWRL Educational Research and Development. p 3 – 9. Helman, L. (2009). Effective Instructional Practices for English Learners. Literacy Development with English Learners: Research-based instruction in grades k – 6, p 234 – 251. Jacobson, J., Lapp, D., & Flood, J. (2007). A seven-step instructional plan for teaching English-language learners to comprehend and use homonyms, homophones, and homographs. International Reading Association, p 98 – 111. Lee, M. J. W., McLoughlin, C., & Chan, A Talk the talk: Learner- generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology 39(3):

Questions?