![]() ![]() In addition, the analysis of the students’ responses to the semi-structured interview revealed that learning in sheltered Internet environments represents an interesting as well as motivating learning experience. It is also revealed that EAP students are not as anxious and reluctant to write as before. Successive rounds of data analyses showed the plentiful gains of the EAP students in their academic writing skills and the level of their soft skills. Sequential exploratory mixed method was used as it consists of both quantitative and qualitative data analyses for the elaborate explanation of results. Instruments used included a sample of the IELTS writing test, Brookings Soft Skills Rating Card, and Second Language Writing Anxiety Inventory (SLWAI). To reach such end, three groups of EAP learners were selected to participate in the study adopting three learning styles: sheltered online instruction (the experimental group, 15 ESP university students), unsheltered online instruction (free Google search) (the first control group, 19 students), and sheltered offline instruction (the second control group, 20 students). In addition, the study assesses the impact of sheltered online instruction on reducing the writing anxiety levels of writers in the International English Language Testing System (IELTS Writing Task 1 and 2). It also investigates the impact of using sheltered online instruction on improving the soft skills of EAP language learners. ![]() The current study explores the impact of learning in a sheltered Internet environment, “WebQuest,” on improving the academic writing skills of English for Academic Purposes (EAP) non-native English speakers. Students are given a job and instructed to do it using Web resources. WebQuest is an inquiry-oriented learning tool in which the majority of the information learners interact with, comes from Internet resources, according to Bernie Dodge, who conceived and named the concept ( Dodge, 1997). College of Management Sciences, Sadat Academy for Management Sciences, Alexandria, Egypt.Working with students to help them differentiate between pairs of content-specific words and phrases (e.g., dependent and independent variables, control and experimental groups, quantitative and qualitative data) and use them in discourse.Preteaching beginning- to intermediate-level vocabulary words (e.g., changed, reaction, each time, without), language forms and conventions with compound sentence frames (e.g., "We saw … with …and it …"), and the use of graphics (e.g., drawings, diagrams) for sorting data.Working with students to develop repetitive sentence frames for describing the different outcomes of experimentation, and guiding students in using them to organize and document results.Preteaching intermediate- to advanced-level vocabulary words (e.g., impact, dissolve, release, chemical equation), language forms and conventions with gerunds (e.g., varying …, decreasing …), and the use of paragraph frames for summarizing results. ![]() According to standards-based instruction regarding the language of science and the WIDA ELD Standards, which of the following types of language scaffolding would be most appropriate to provide to the English learners to promote their academic success in this class? In a middle school science class that includes English learners at the developing and expanding levels of language proficiency, the SEI teacher plans to supervise small groups of students as they perform experiments, prepare lab reports, and discuss their observations and findings in class.
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