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There are many aspects of vocabulary comprehension. For the purposes of this study, multiple aspects were analyzed to test whether or not the native language intervention to direct vocabulary instruction
in English led to positive learner outcomes.
Time
Time
One aspect of the data analyzed was the time it took the learner to recognize, pronounce, and/or possibly translate the word being tested. These charts illustrate the comparison of the time from the baseline assessment (only English direct vocabulary instruction) to the assessment (English and native langauge direct vocabulary instruction).
One aspect of the data analyzed was the time it took the learner to recognize, pronounce, and/or possibly translate the word being tested. These charts illustrate the comparison of the time from the baseline assessment (only English direct vocabulary instruction) to the assessment (English and native langauge direct vocabulary instruction).
For nearly all of the trials, the time it took for the learner to recognize, pronounce, and/or translate each word when provided with Spanish language direct vocabulary instruction decreased, sometimes dramatically, compared to the time when provided with only English. This indicates increased confidence and comprehension skills for these words.
Comprehension
Comprehension
A key aspect of the data analyzed was whether or not the learner was able to convey comprehension of the word. This includes providing a translation themselves without any prompting, using the word during sentence creation in the correct part of speech, and being able to point to that word represented in the image/describe that word. These charts illustrate how many words the learner showed comprehension of from the baseline to the assessment.
A key aspect of the data analyzed was whether or not the learner was able to convey comprehension of the word. This includes providing a translation themselves without any prompting, using the word during sentence creation in the correct part of speech, and being able to point to that word represented in the image/describe that word. These charts illustrate how many words the learner showed comprehension of from the baseline to the assessment.
For both learners, the number of words they were able to show comprehension for increased when they were provided with direct vocabulary instruction in their native language versus the English-only trials.
Time-off-task
Time-off-task
One aspect of learning that can often be overlooked but is an integral piece of the puzzle is time-off-task. Studies have shown that when these learners are not confident in their ability to complete a certain task, they will distract themselves, taking their attention (and often that of other learners) away from the daunting task at hand. Specifically, regarding ELLs, this often manifests when they are partaking in discussion or learning solely in English. To see how their confidence with the vocabulary was affected by the different language situations, I kept track of their time-off-task for each sitting. This chart represents their ToT in minutes.
One aspect of learning that can often be overlooked but is an integral piece of the puzzle is time-off-task. Studies have shown that when these learners are not confident in their ability to complete a certain task, they will distract themselves, taking their attention (and often that of other learners) away from the daunting task at hand. Specifically, regarding ELLs, this often manifests when they are partaking in discussion or learning solely in English. To see how their confidence with the vocabulary was affected by the different language situations, I kept track of their time-off-task for each sitting. This chart represents their ToT in minutes.
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