Investigating English Learners’ Engagement Challenges in a Process Oriented Guided Inquiry Learning (POGIL) Based General Chemistry Classroom

Abstract

Active learning approaches in introductory chemistry classrooms have improved students’ course performance and decreased achievement gaps between underrepresented groups and non-underrepresented groups. With the English Learners (ELs) population increasing steadily in the U.S., finding inclusive learning strategies for those facing language barriers in STEM classrooms is essential. This study focused on the engagement of nine students in a university-level active learning introductory chemistry course and their perspectives on possible challenges faced as English Learners (ELs). Data were collected during the Spring 2021 and Fall 2021 semesters in General Chemistry courses each with an enrollment of 24 students using a hybrid (online/in person) format. The participants were interviewed, and the interviews were analyzed using thematic analysis. The results indicate that English learners commonly encountered challenges when participating in small groups. These challenges included feeling overwhelmed, dealing with time constraints while responding to models with extensive reading, comprehending unfamiliar scientific terms, and lacking language proficiency skills. Accommodations tailored to ELs’ needs during instructor and facilitation, particularly when working in small groups with native English speakers, are considered.