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The language learning experience of adult East Asian learners at English and culture acquisition program: a case study

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ABSTRACT This study focuses on second language acquisition process amongst East Asian adult learners at an English and Culture Acquisition Program (ECAP) classroom. To understand their English learning experience, this study employs classroom observation, participant interview and document collection as research methods. The findings of this…

ABSTRACT This study focuses on second language acquisition process amongst East Asian adult learners at an English and Culture Acquisition Program (ECAP) classroom. To understand their English learning experience, this study employs classroom observation, participant interview and document collection as research methods. The findings of this work suggest that ECAP does intend to help learners acquire English language proficiency in ways that were responsive to both the sociocultural backgrounds and individual needs of participants. ECAP also respects and promotes the learners' autonomy in the learning process. However, the program administrators and teachers still need to deepen their understanding of East Asian learners' sociocultural heritage and individual needs and improve facilitation accordingly.
ContributorsMi, Ximin (Author) / Danzig, Arnold (Thesis advisor) / Ovando, Carlos (Committee member) / Szecsy, Elsie (Committee member) / Arizona State University (Publisher)
Created2011
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Building an Inclusive Library through Staff Accessibility Training

Description
Libraries provide a needed third place for students to engage with their peers and faculty, both academically and socially. Staff behavior, knowledge, and skills in providing an accessible and inclusive environment are key to helping students with disabilities feel that they belong in the libraries. This makes training in disability…

Libraries provide a needed third place for students to engage with their peers and faculty, both academically and socially. Staff behavior, knowledge, and skills in providing an accessible and inclusive environment are key to helping students with disabilities feel that they belong in the libraries. This makes training in disability and accessibility awareness a necessary component of the overall program for the library. This study assessed a locally-developed, online training program for staff of all levels that was intended to improve staff knowledge and skills in disability etiquette, library services and spaces that support people with disabilities, and the policies that govern this work. The program used the four-part Deines-Jones (1999) model for its content and the core principles of andragogy for its instructional design. Assessment focused on changes in beliefs and knowledge using an adapted standardized scale, and evidence for learning from responses to training program questions, focus group discussions, and survey responses. Further development of the training program was informed by the principles of andragogy. Participants in the training program improved their scores in the knowledge domain but had no change in their beliefs domain. Learning was most evident in spaces where it engaged with previous knowledge and supportive customer service approaches. Participants identified and, in several cases, independently pursued new questions that were prompted by the training program. On the whole, participants found the training to be supportive and engaging, with minor changes to structure and focus recommended for the next iteration.
ContributorsVaughan, K.T. (Author) / Bernstein, Katherine (Thesis advisor) / Puckett, Kathleen (Committee member) / VanScoy, Amy (Committee member) / Arizona State University (Publisher)
Created2019