The purpose of the current mixed-method case study was to investigate how Vietnamese immigrants, at various times, overcame the barriers to acquiring English language skills, and to identify the most effective support system that helped enhance the target immigrants’ language acquisition. The three waves of relevant immigrants from Vietnam constituted the population for this current study. The sampling was non-probability on account of entailing volunteers that were conveniently available. The participants were selected from various sites to obtain both adequate divergence and broader representation. The investigation analyzed the qualitative data collected from the interviews with the focus group including 15 participants from Orange County – California, five for each Wave. Most of the interviewees had their high economic and social status by hard work and professional acumen. A quantitative analysis of the survey data of 150 participants, 50 from each Wave, followed the qualitative analysis, brought out useful correlation between support system and development of English skills. The significance of the data from the qualitative analysis were triangulated with the quantitative data to determine the degree to which the themes in the qualitative analysis aligned with the factors in the quantitative analysis. The significance of each factor was tested with and without Bonferroni’s correction. The Bonferroni comparison assumes all tests independent and uses an adjusted alpha level equal to the original alpha level, usually .05, divided by the number of outcome measures. The quantitative analysis concentrated on what prompted the participants to speak in English and, given the occurrence of an event, what the level of that influence. Factor analysis confirmed the 11 factors of Part 1 aligned with those of Part 2.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/01(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Instructional Design, Curriculum development|
|Keywords:||English as a second language, Immigrants, Instructional design, Support systems, Vietnamese|
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