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Implementation and Evaluation of a Second Language Acquisition–Based Programming Course

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Curricular Issues in Computing and Information Technology Programs II

Tagged Division

Computing & Information Technology

Tagged Topic

Diversity

Page Count

13

DOI

10.18260/p.25558

Permanent URL

https://peer.asee.org/25558

Download Count

39

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Paper Authors

biography

Christina Frederick Embry-Riddle Aeronautical University - Daytona Beach Orcid 16x16 orcid.org/0000-0003-4637-7842

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Dr. Frederick is currently a Professor and Graduate Program Coordinator in the Human Factors and Systems Department at Embry-Riddle Aeronautical University in Daytona Beach, Florida. Dr. Frederick received her Ph.D. in 1991 from the University of Rochester with a major in Psychological Development. She previously taught at the University of Rochester, Southern Utah University and the University of Central Florida. In 2000, Dr. Frederick joined the Human Factors and Systems Department at Embry-Riddle, where her work focused on applied motivation and human factors issues in aviation/aerospace. Dr. Frederick also served in various roles in University administration between 2004-2012, including Vice President for Academics and Research. Dr. Frederick’s current research interests examine how individual differences interact with technology to enhance educational engagement and performance. Dr. Frederick is the author of more than 50 research publications, 4 book chapters and over 60 regional, national and international conference presentations on a wide range of topics in human factors and psychology. She is active in a number of professional associations, and is a Consultant for Psi Chi, the National Honor Society in Psychology.

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Lulu Sun Embry-Riddle Aeronautical University - Daytona Beach

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Lulu Sun is an associate professor in the Engineering Fundamentals Department at Embry-Riddle Aeronautical University, where she has taught since 2006. She received her B.S. degree in Mechanical Engineering from Harbin Engineering University (China), in 1999, and her Ph.D. degree in Mechanical Engineering from University of California, Riverside, in 2006. Before joining Embry-riddle, she worked in the consulting firm of Arup at Los Angeles office as a fire engineer. Her research interests include second language acquisition in programming languages, and online course design She is a professional member of the Society of Fire Protection Engineers, and a member of the American Society for Engineering Education.

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Caroline Liron Embry-Riddle Aeronautical University - Daytona Beach

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Caroline Liron is an Assistant Professor in the Engineering Fundamentals Department, at Embry-Riddle Aeronautical University (ERAU), where she has been teaching since 2005. She obtained her bachelor's in Aeronautics and Space from EPF, Ecole d'Ingénieur (France), and her M.S. in Aerospace Engineering from ERAU. She currently teaches Introduction to Programming for Engineers. She is involved in developing and maintaining the hybrid version of that class, and researching improvements methods to teach programming to incoming freshmen using new technologies. She also researches means to incorporate more engineering mathematics and physics into the programming course.

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Matthew A. Verleger Embry-Riddle Aeronautical University - Daytona Beach

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Matthew Verleger is an Assistant Professor of Engineering Fundamentals at Embry-Riddle Aeronautical University in Daytona Beach, Florida. His research interests are focused on using action research methodologies to develop immediate, measurable improvements in classroom instruction and the use of Model-Eliciting Activities (MEAs) in teaching students about engineering problem solving. Dr. Verleger is an active member of ASEE. He also serves as the developer and site manager for the Model-Eliciting Activities Learning System (MEALearning.com), a site designed for implementing, managing, and researching MEAs in large classes.

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Rachel Marie Cunningham Embry-Riddle Aeronautical University - Daytona Beach

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Graduate Research Assistant at ERAU with an interest in design and creative thinking.

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Paula Sanjuan Espejo Embry-Riddle Aeronautical University - Daytona Beach

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I am an UG Aerospace Engineering student at Embry-Riddle Aeronautical University, Daytona Beach. I am from Spain and I am currently working on the SLA-aBLE project, the Implementation and Evaluation of Second Language Acquisition applied to programming courses.

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Abstract

This paper describes initial findings of an NSF funded project under the Research Initiation Grant in Engineering Education (RIGEE) program. The project applied theory and methods of second language acquisition (SLA) to teach an introductory programming course in engineering. The project began in fall 2015 with seven engineering sections, 3 of which were SLA-enabled (SLA) and 4 that were taught in a standard blended-learning format (non-SLA). The SLA sections used 6 innovative, self-paced videos to facilitate student learning in 4 topics, as well as integrating techniques into classroom teaching that have been shown to be effective in second language acquisition. These cognitive techniques included focusing on a continuum of learning from preproduction to advanced fluency. As students progressed across the continuum, they were exposed to materials in different ways specific to their fluency level. In the pre-production phase, for example, learning was accompanied by visual representations and moderated online discussions, while at the intermediate level a ‘think, pair, share’ technique was used during labs. Intermediate fluency was accomplished through homework and advanced fluency was achieved by an open-ended project at the end of the semester. The current presentation presents the results of the fall 2015 assessment of learning effectiveness in the course, and will compare SLA course sections to non-SLA sections. Objective and subjective measures of effectiveness were collected and analyzed. Objective measures included student grades, and their discussion board postings. Subjective measures included students’ perceptions of workload associated with specific class topics, as well as motivation related to those topics.

Frederick, C., & Sun, L., & Liron, C., & Verleger, M. A., & Cunningham, R. M., & Sanjuan Espejo, P. (2016, June), Implementation and Evaluation of a Second Language Acquisition–Based Programming Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25558

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