Dissertation/Thesis Abstract

Lesson planning for college-level ESL/EFL: Mixed methods study to identify implications for teaching practices and student learning
by Nadal-Ramos, Vigimaris, Ed.D., University of Puerto Rico, Rio Piedras (Puerto Rico), 2016, 135; 10249635
Abstract (Summary)

This study focused on how lesson planning takes place at the college level in contrast to how the process takes place in grades K through 12. The study was conducted through a survey and interviews to English professors at the College of General Studies at the University of Puerto Rico in Río Piedras. In order to conduct the research, factors such as academic background, teaching experience, context, age, teaching practices, motivation, and syllabus design were considered.

Data collected showed that planning does take place at the college level, first in the form of a semester-long syllabus and then in daily/weekly lesson plans that include varying degrees of detail. Lesson planning helps improve teacher performance by providing confidence. It improves student learning outcomes by helping them better understand the materials. Both, teachers and students, benefit from the focus and guidance planning provides.

Recommendations include creating teacher training programs in institutions of higher educations to provide the support teachers need to perform at their best and conducting further research in other departments, colleges, or campuses to see how planning takes places outside English courses.

Indexing (document details)
Advisor: Candelaria Sosa, Elsie
Commitee: Lopez de Mendez, Annette, Martinez Chavez, Antonio
School: University of Puerto Rico, Rio Piedras (Puerto Rico)
Department: Education
School Location: United States -- Puerto Rico
Source: DAI-A 78/06(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: English as a Second Language, Foreign language education, Higher education
Keywords: College, English as a second language/english as a foreign language (ESL/EFL), Higher education, Lesson planning, Teaching practices
Publication Number: 10249635
ISBN: 978-1-369-43378-4
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