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Exploring English Language Learners' Performance on Online, Asynchronous Science-Based Examinations
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Author(s): Carol Rentas (The George Washington University, USA), Ramapoza O'Dwyer (The George Washington University, USA), Rohini Ganjoo (The George Washington University, USA), Marcia A. Firmani (The George Washington University, USA), Cliff Cymrot (The George Washington University, USA), Yousif Barzani (The George Washington University, USA)and Lisa S. Schwartz (The George Washington University, USA)
Copyright: 2025
Volume: 23
Issue: 1
Pages: 27
Source title:
International Journal of Distance Education Technologies (IJDET)
Editor(s)-in-Chief: Maiga Chang (Athabasca University, Canada)
DOI: 10.4018/IJDET.369093
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Abstract
This study explored the relationships between English language proficiency and performance in online, asynchronous science courses. Each participant completed a Language Background Questionnaire (LBQ) to indicate if English was not their native language, thus categorizing them as an English Language Learner (ELL). The Combined English Language Skills Assessment (CELSA) measured English language proficiency. Of 25 ELLs 13 were interviewed to elicit their perspectives of learning strategies used in an online environment. Quantitative analyses involved t-tests and Pearson's correlation among 91 participants' CELSA scores and final exam results. For non-ELL students, there were weak to moderate, positive correlations for Bacteriology 2: r(57)=.47, p<.00, Clinical Chemistry 1: r(33)=.36, p=.04, and Clinical Chemistry 2: r(33)=.44, p=.01; no other significant correlations were found. This study may inform interventions and strategies that enhance learning and performance in science-based coursework in courses taught in asynchronous, online programs for all students, particularly ELLs.
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