Student Work - HELP

Permanent URI for this collectionhttps://hdl.handle.net/10125/20165

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Now showing 1 - 13 of 13

Evaluation Report for: The Spring 2010 Evaluation of the Teacher Induction Process at H.E.L.P.
(2010) Kletzien, Jacob
The present paper reports evaluation of teacher induction processes of HELP. After interviews of former and current HELP teachers were conducted, survey questionnaires additionally administered to the same participants. The analysis of the interviews and survey revealed the followings findings: (1) teachers at HELP found the peer mentoring to be extremely helpful, (2) the binders that were given to teachers were appreciated, but were found by many to be overwhelming and cluttered, (3) teachers were frustrated with the amount of time it takes to get paid, often taking 6 weeks or longer, but understood that the delay was most likely not HELP's fault. Further recommendations will be discussed.
HELP Evaluation Project, Spring 2008: Evaluation Report
(2008) Brown, Dan; Davis, John; Nguyen, Ky
The Hawaii English Language Program (HELP) Evaluation Project has endeavored to gather information regarding (1) why students generally choose to come to HELP; (2) why students specifically choose to come to HELP relative to other programs; and (3) whether student expectations are met. The primary source of data came from students directly (both past and current HELP students), but an effort was made to gather data from a wide variety of stakeholders, program experts, clients and institutional documentation. Findings are offered to assist HELP identify attractive aspects of the program, as well as areas needing improvement, inform recruitment efforts and guide development of the program.
On the Merits of Mixing Methods: A Language Program Evaluation
(2010) Kletzien, Jacob
The current evaluation study on a university-level language program intends to determine the viability of using a specific Virtual Learning Environment in all classes at the program. The evaluation that ensued followed a mixed methods design, mixing at least one quantitative and one qualitative method in the same study (Bergman, 2008b). This paper highlights the benefits of using mixed-methods in language program evaluation as seen in the professional literature and then through a practical example of an evaluation that benefited from the use of mixed methods. Despite the great amount that has been written in favor of mixing methods in all social science research, (e.g. Bergman, 2008a; Cronbach, et al., 1980) reports of actual examples are currently in small number in the professional literature despite the calls that have been made for more of such writing especially in the context of language program evaluation (Caracelli & Greene, 1997; Cronbach et al.,1980; Weiss, 1998). The report of this evaluation, which contains the extent to which methods were mixed and the benefits of that mixing of methods for the evaluation, is presented in response to those calls for such writing.
Curriculum Evaluation of HELP
(?) Johnstun, Ann
This project focuses on evaluating the existing curriculum and assisting in the rational building of the structure of goals and objectives of HELP. Specifically, the project seeks to answer the following questions: How did the current goals and objectives come into being? How do HELP teachers define and create the goals and objectives for their courses? How are teachers employing the course goals and objectives into the syllabi and into their teaching? How can we sequence the current goals and objectives to build upon each other in a rational structure? Based on a utilization-focused evaluation, interviews with a program administrators were conducted and survey questionnaire was administered to teachers at the program. Recommendations for curricular development of the program such as continual curriculum renewal are to be suggested.
Interactionist Dynamic Assessment in L2 Learning: A Case Study of Tutoring L2 English Oral Communication
(2010) Orikasa, Mami
Interactionist Dynamic Assessment (DA) is a language pedagogical approach that dialectically integrates assessment and instruction to co-construct a future between the learner and the mediator. Interactionist DA, based on a qualitative interpretation of Vygotsky’s Zone of Proximal Development (ZPD), focuses on helping learners perform optimally, which they cannot do independently, and develop to the next level through assistance and interactions with the mediator. The present paper attempts to conduct a case study of interactionist DA in the L2 learning context by tutoring L2 English oral communication to investigate how interactions between a mediator and a L1 Japanese student are negotiated and help develop the learner’s performance. The results indicated that interactionist DA in the L2 context was effective in helping the learner overcome problems and perform better through negotiated interactions with the mediator and revealing the learner’s actual competence.
The Differential Effects of Corrective Feedback Before and After Explicit Instruction
(2010) Noda, Kazuyo
This study investigates the effect of prompts and recasts, according to two learning stages: One before explicit instruction, and the other after explicit instruction. On two occasions, individual students participated in communicative tasks during dyadic interaction with the researcher, and were provided with feedback in the form of either prompts or recasts. The tasks were designed to provide contexts where use of the targeted English prepositions was obligatory. Between the tasks, explicit instruction was offered to each participant, and soon after the tasks, the knowledge of the prepositions was tested through post-test (1) and post-test (2). Results showed that recasts benefited participants more than prompts in the early stage, and prompts benefited participants more than recasts in the later stage. The careful examination of the results, however, is necessary to understand the study.
An Evaluation of Laulima and Its Potential for Use at the Hawaii English Language Program
(2009) Kletzien, Jacob
This evaluative study investigates the usefulness of Laulima, the Virtual Learning Environment (VLE) of the University of Hawai’i, at the Hawai’i English Language Program (HELP). After identifying the needs of internet use from students and teachers, a survey questionnaire was administered to solicit opinions about the use of Laulima from teachers, students, and administrators. Although they all noted the limitation of Laulima including the confusing user interface, in general the results revealed its usefulness particularly in storing and disseminating materials.
HELP: The First Step toward Accreditation
(?) Johnstun, Ann; Long, Wenpei; Guo, Yue
With the intention of the Hawai’i English Language Program’s (HELP) being accredited to the American Association of Intensive English Programs (AAIEP), this project takes a first step toward the membership, which is self-studied a needs analysis of the program. The analyses include creation of creating a rubric and definitions and identifying needs for each standard, and the results further suggest ways to move forward.
Developing a task-based assessment of EAP pragmatics
(2009) Youn, Soo Jung
The purpose of the present study is to identify L2 speakers’ pragmatic needs in a university EAP program. Based on the needs analysis, target tasks and pragmatic assessment tasks were identified with a specification of intended use of assessment tasks and pragmatic learning outcomes. Specifically, the study addressed the following questions: (a) What are EAP pragmatic needs of students, instructors, and the program? (b) What are the intended uses of EAP pragmatic assessment tasks? (c) What are pragmatic learning outcomes in an EAP program? (d) What kinds of assessment tasks can be developed based on EAP pragmatic needs and intended uses in the target program? For the needs analysis, the semi-structured interviews and questionnaire were used. Also, Multi-faceted Rasch model FACETS analysis was conducted to investigate raters’ performance with task-dependent rating criteria and examinees’ overall performance, the developed tasks showed a wide range of difficulties with the task-dependent rating criteria. Also, all three raters were shown to be internally consistent in their ratings. However, more detailed both qualitative and quantitative data analyses will be crucial to inform stakeholders who will use the developed assessment tasks and rating criteria.
The Revision and Development of the HELP Placement Test
(2009) Long, Wenpei; Johnstun, Ann
This project intends to reform HELP’s placement test by observing its strengths and weaknesses. This project, contrary to the classical Item Response Theory (IRT), employed the Rasch model (Bond & Fox, 2007) for measurement. The Rasch model incorporates an algorithm that expresses the probabilistic expectations of item and person performances. The following tasks were performed subsequently: (1) Analyze the Michigan EPT test results from HELP students, to inform whether this can be used as an effective placement exam at HELP, (2) Evaluate and reform the reading and writing tests, (3) Develop a new speaking test, and (4) Revise written test administration and scoring procedures. The procedure and results of test reform is to be discussed, and recommendations for new placement tests will also follow.
Intelligibility and Comprehensibility of Hawai’i Pidgin English to Japanese Learners of English: Is Pidgin Easier to Understand than Standard English?
(2010) Sano, Yuko
This pilot study aims to investigate the degrees of Pidgin comprehension by Japanese learners of English, and find out whether Pidgin is easier to listen to and understand than Standard English. Also, it intends to examine the validity of the testing materials. Four Japanese learners of English were recruited, and they were asked to do a cloze-dictation test and a comprehension test about the listening materials. The test score analysis showed that Standard English was easier to listen to and to seek the word-sound correspondence, while Hawaiian Pidgin English was easier to listen to and identify the content. Further discussion of results and issues in testing materials will follow.
Transfer from the Task-based Classroom to the Real World: How Do ESL Students Reflect on their Learning by Doing Daily Survival Tasks?
(2009) Ogawa, Chie
This study intends to examine to what extent Task-based classroom learning is applicable to the real world. To examine this, it first examines daily struggles of ESL learners and how they manage to survive in ESL context. Also, it investigates how ESL learners learn to communicate within a task-based class. Although students’ needs were solicited through questionnaire by asking the difficult situations to communicate, interviews with three participants were analyzed qualitatively. The results revealed that learners tended to limit themselves by doing something when they feel obstacles in communication, and that they are likely to have difficulties in telecommunication. Finally, the analysis revealed that they learn useful expressions mostly in pedagogical settings.
Grammar Instruction in Content-Based Classes at the Hawai‘i English Language Program
(2009) Miyao, Mari
The present curriculum-development project primarily focuses on needs analysis and evaluation of teaching conducted at the Hawai‘i English Language Program (HELP). Based on the lack of clear course objective or guideline for grammar instruction in HELP’s CB curriculum, it investigates (1) how instructors are teaching grammar in their CB classes, and (2) students’ perceived needs of grammar instruction. Online and offline survey was administered to both teachers and students. The analysis revealed that HELP’s CB curriculum is suitable to students’ needs of grammar instruction. Only two students out of 37 prefer a traditional grammar class, and others accept grammar instruction while developing the four language skills. The findings are expected to contribute to the growth of consensus among the instructors, administrators, and students on grammar instruction in content-based (CB) classes at the program.

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