Demonstrate Self-Efficacy: Phase 3 Facilitating Personal Projects in the ESL Middle School Classroom

• In Event: Fairmont Roundtable Session Fourteen
  In Roundtable Session: Unexpected Emergence: The Synergy of Technology and Agency Through Inquiry (Table 18)

Abstract

The purpose of this quasi-experimental, action research study was to determine how a middle school teacher facilitates the Marzano (2012) “seven phases of self-efficacy” to emergent bilingual students. During the study emergent bilingual students moved through the seven phases to create what Marzano calls a “personal project.” Self-efficacy skills are essential for students to successfully navigate through life. In the current project (part three) participants included (n = 10) middle school emergent bilingual students and their ESL teacher-researcher. The teacher-researcher facilitated lessons required students to engage in oral and written tasks. The tasks were scored using the WIDA Speaking and Writing Interpretive Rubrics. The results revealed that middle school emergent bilingual students can demonstrate self-efficacy skills through personal projects.

Author

• Lisa Rose Johnson, Old Dominion University
  Presenting Author