How Increasing Wait Time Affect the Number of Correct Responses from Elementary ELL Students - Essay Example

In the 21st century, the effect of wait-time on the quality of responses to questions in a classroom setting has turned out to be a point of debate among scholars and researchers. Learning is a thinking course of action that involves acquiring meaning to a printed and unprinted text (Brenda, 1999). Effective learning calls for learners’ understanding of the concepts and ideas presented in the text, systematic reflection of presented ideas, critical evaluation of the text contents, identification of the relationship between the presented ideas as well as effective clarification of personal understanding of the ideas presented in a printed and unprinted text (Brenda, 1999). Despite the comprehensive understanding of the role of thinking in the reading process, there exist very few researches that seek to clarify the time required by a student in answering classroom’ questions(Brenda, 1999).

Adequate wait-time also advances cognitive learning skills compared to short wait-time. In addition, researchers have as well found out that, a student who pursues a second language requires an adequate amount of time in order to translate the new information into their native language (Stahl, 1994). Second language students have limited meta-cognitive processes of understanding new information compared to native speakers. To understand teachers' or instructors' instruction, second language students ought to be given adequate time to understand and respond to classrooms questions (Rowe, 1986).

Information processing models of learning have as well indicated that, providing adequate time for learners to understand and formulate teachers’ questions prior to giving a response increase the quality of the answer. This is especially the case on questions that require a lot of facts and accuracy (Donna and John, 2006). In reference to the model, in answering a question, a learner requires sufficient time to locate the relevant information in long-term memory, retrieve the information into work memory, and evaluate whether the retrieved information can adequately answer the posed question (Rowe, 1986).

In answering questions that require applications of external information, a learner is supposed to apply the retrieved facts into the current situation and identify the accuracy of the facts before responding to the question (Orpha, 1994). If the questions require additional information, the learner is therefore expected to have more time to retrieve additional information from long-term memory and apply the retrieved information to the new situation (Alejandro and Celeste, 2003). As a result, offering additional information to a student before responding to the posed question gives a learner adequate time to search for the needed information, retrieve the information, apply the retrieved information, evaluate the information as if need be to seek additional information (Alejandro and Celeste, 2003).

In addition, the provision of adequate time to master a question helps a student to have a better mastery of the content. Moreover, completing the process of retrieving information assists a student to identify accurate information to the posed question. Adequate time to recover the stored information also plays an incredibly crucial role in improving students’ memory levels (Alejandro and Celeste, 2003). Apart from increasing students' memory level, sufficient time to recover the stored information well help learners to elaborate the retrieved information. The level of elaboration is specifically higher on complicated questions that require adequate and precise information and numerical figures. Most student stores the elaborated information into their memory thus advancing their intelligence level. The elaborated facts as well offer more pathways that result in the understanding of new ideas and concepts (Linda, 1999).

Researchers have as well confirmed that failure to give adequate time to learners reduces their memory level and understanding level. Teachers are discouraged from interrupting the student retrieval process. In his researches on the impact of wait-time on student performance, Tobin observed that extended wait-time increases students’ achievement and performance level (Linda, 1999). Moreover, wait time helps the student to effectively understand the question before giving an answer. By granting adequate time, the learners will be in a position to understand the vocabulary used in the question as well as the most effective terminology to improve the quality of the answer (Alejandro and Celeste, 2003).

Based on the available information, it is clear that failing to give students adequate time to respond to a question reduces learners’ self-confidence. Self-confidence is an essential component in increasing the learners’ cognitive level. Inadequate processing time as well results in the elimination or shortening of elaboration time. The shortening or elimination of elaboration time leads to fewer idea pathways in students’ propositional networks that bring about the reduction in the level of retrieved information in future searches (Alejandro and Celeste, 2003). Teachers who do not provide adequate time for students to answer questions reduce students’ participation in class actives and contributions. Researchers have also found out that, reducing wait-time may decrease students’ commitment and willingness to answer questions (Donna and John, 2006).

In the light of the above analysis, it is clear that both pre-service teachers and practicing teachers should give adequate time to students in their class participation. Wait-time has as well confirmed to be very relevant in all levels of training and education. Based on the available information and facts, teachers should as well give students at least one minute before allowing them to respond to a question. In addition, researchers have also asserted that extending the wait time to three or more minutes increases students’ achievement level as well as cognitive level. To achieve the best outcome in learning institutions, teachers and students should understand and appreciate the importance of wait time in their discussion.