Vocabulary Acquisition: Implementing Word Walls with Images in Science for ELLs

Author

Mary Orr, Cedarville UniversityFollow

Date Degree Awarded

3-20-2017

Document Type

Applied Research Project

Degree Name

<-- Please Select One -->

Advisor

Annis N. Shaver, Ph.D.

Keywords

ELL, Vocabulary Acquisition, Science, Word Walls with Images

Abstract

With increased concern about science instruction for ELLs, this quantitative applied research project sought to answer the research question, “Is there a relationship between the vocabulary instructional strategy of a word wall with images (WWwI) and the science vocabulary acquisition for ELLs?” The research design was a pre-test post-test control condition study using a group of ELLs in an ELL classroom for both the control condition and experimental condition. The quantitative data confirmed the results that there is a relationship between the students learning the science vocabulary words with the use of a WWwI since the experimental condition of ELLs experienced the greater increase in means from the unit pre-test to the post-test. Additional results indicated that ELLs liked learning science and thought science vocabulary was important yet challenging to learn. Most importantly, the students confirmed that imagery was important when acquiring science vocabulary.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Orr, Mary, "Vocabulary Acquisition: Implementing Word Walls with Images in Science for ELLs" (2017). Master of Education Applied Research Projects. 4.
https://digitalcommons.cedarville.edu/education_research_projects/4