Increasing Self-Efficacy of Middle School Emergent Bilingual Students: Year 1

• In Event: Teacher Research Poster Session

Abstract

The purpose of this quasi-experiment study that incorporated action research techniques was to determine how students use their second language to advocate for themselves in both in-person and virtual classroom settings. The participants included (n =10) middle school eighth-grade emergent bilingual students and their English as a Second Language teacher. The teacher collected data using the General Self Efficacy Scale and the seven strategies that are directly outlined in the training materials from the Transforming Education Self-Efficacy tool kit. The student participants also completed oral and written tasks that were scored using WIDA Speaking and Writing Interpretive Rubric. The results revealed that middle school ESL students did increase their self-efficacy as a result of direct instruction of the seven strategies.

Author

• Lisa Rose Johnson, The University of Alabama - Huntsville