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Original Research ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Educ. | doi: 10.3389/feduc.2019.00091

Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts

 Gage Jeter1*, Jane Baber2 and  Benjamin Heddy2
  • 1University of Florida, United States
  • 2University of Oklahoma, United States

This paper explores the 5E model of lesson design (engage, explore, explain, extend, evaluate) in English Language Arts (ELA) classrooms in consideration of an authentic teaching and learning framework. This quasi-experimental pre and post intervention study centers on student motivation and academic emotions regarding direct instruction in comparison to an authentic, 5E lesson. When comparing pre and post conditions across two types of instructional methods (direct instruction and authentic, 5E lessons), findings suggest students are less interested and more bored when participating in direct instruction experiences. Moreover, academic pressure increased in the authentic group while classroom mastery decreased.

Keywords: Authenticity, Motivation, engagement, Lesson design, English language arts

Received: 04 Jun 2019; Accepted: 12 Aug 2019.

Edited by:

Heidi L. Hallman, University of Kansas, United States

Reviewed by:

Anna -. Stetsenko, The Graduate Center, City University of New York, United States
Jodi Nickel, Mount Royal University, Canada  

Copyright: © 2019 Jeter, Baber and Heddy. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Mx. Gage Jeter, University of Florida, Gainesville, United States,