ESL Assessment

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Research Procedures

The research team participated in adult ESL classes and observed interactions

between teachers and students. Ten learners and five staff members were

interviewed regarding their experience with and expectations for the program.

The team also formed a focus group of seven learners to facilitate discussion on

attendance obstacles and program recommendations. Student interviewees were

selected from different ethnic groups, instructional levels, and rates of attendance to

get the most comprehensive range of data.

Below are selected questions from interviews with the focus group. The questions are open-ended, allowing interviewees to freely express their views in addition to answering the questions.

Interview Questions for Students

• What kinds of topics do you learn in class?
• How often do you come to class?
• Why do you think some students miss class?
• How do you know your English skills are improving?

Interview Questions for Staff Members

• Who attends classes? What characteristics do they have in common?
• Why do you think some students don’t attend classes regularly?
• What kinds of challenges do you find in teaching?
• What strategies do you use for improving students’ attendance?

Sources:

Soga, Kyoko

2005  Causes and Possible Solutions for Absenteeism in Adult English as a Second Language

     (ESL) Program. M.A. Thesis, Department of Anthropology, Minnesota State University,

     Mankato.

Soga, Kyoko and Susan L. Schalge
   N.d.  Assessing Absenteeism at the Adult English as a Second Language (ESL) Program:

         September 2003 - April 2004. Unpublished report, Department of Anthropology,

         Minnesota State University, Mankato.