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Abstract

Although simulations and role-plays have been practiced within the confines of different methods, their effectiveness in sustaining a semester-long course of study burdened with institutional assessment had not been tested. A simulation called GLOBECORP was designed to discover the effects of a course syllabus designed exclusively around the method of simulation on the author’s English as a second language (ESL) composition students and their progress as measured by mandated testing. The purpose of the study was to gather empirical evidence on the effectiveness of simulations in ESL writing instruction. The measurements of the experimental simulation group on four research instruments were compared with the measurements of a control group in the study. The results of statistical analyses suggest that simulations can be used in ESL writing instruction with the confidence that positive student outcomes will be achieved.

Keywords

composition education English as a second language (ESL)GLOBECORP second language acquisition

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GLOBECORP: Simulation Versus Tradition

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