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The Efficacy of Peer Presentations for
English Language Learners

By: Courtney A. Roy | Mentor: Dr. Dan Ezell

Abstract

This study investigates whether the instructional strategy of peer presentations positively influences English Language Learners' (ELLs') relationships with peers and their personal perspectives on their institution, the sciences, and public discourse. Data collection instruments included a pre- and post-sociometric survey to quantitate each classroom's social status, and a pre- and post-qualitative inquiry of appreciation concerning academic topics via oral interviews. Three ELLs from two learning environments participated in an eight-day intervention, comprised of 45-minute instructive sessions, to become proficient with an arrangement of scientific experiments. After the three ELLs presented these experiments to their classmates, analysis of pre- and post-sociometric results demonstrated an overall increase in friendships. Examination of the ELLs' oral interview responses indicated growth of enjoyment regarding their institution and speaking publicly. Discussed are suggested methods for using peer presentations in classroom instruction, in addition to potential for future research.

KEYWORDS: English Language Learners, peer presentations, classroom instruction

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