Master's thesis progress (December 2013)
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Master's thesis progress (December 2013)

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Master's thesis progress (December 2013) Presentation Transcript

  • 1. Student engagement in the English language classroom & factors affecting it Aleksandra Lazareva University of Oulu
  • 2. Progress & current situation (data analysis) ● Challenges ● Plans ●
  • 3. December 2013: continuing with data analysis October-November 2013: methodological part, data analysis Septemer 2013: plan for the second year; transcribing June-August 2013: organizing the data; theory & methodology End of May 2013: summer plan April-May 2013: intervention February-March 2013: planning the intervention January-February 2013: topic; research plan
  • 4. Engagement: ● General motivational goal orientation ● Task characteristics ● Peer regulation within a group ● Teacher's interference ● Use of technology
  • 5. On-task/ off-task & phase-shift analysis
  • 6. Motivational goal orientation profiles 100% 100% 90% 90% 80% 80% 70% 70% 60% Social concern Social approval Social affiliation 50% 40% 60% Work avoidance Performance Mastery 50% 40% 30% 30% 20% 20% 10% 10% 0% 0% Student 1 Student 2 Student 3 Student 4 Student 1 Student 2 Student 3 Student 4
  • 7. Task characteristics Lesson 1 Lesson 2 Lesson 3 Lesson 4 Peer interaction Group work Pair work Pair work Individual work Scripting General instructions Script Script General instructions Choice High (which app to use from limited amount, which item to draw) Average (which city to choose, which means of transport to choose from limited amount) Low (which city to choose from limited amount) High (which places, words, pictures to choose, how to build the Popplet) Relatedness Low (no significant connection) Average (connection to Oulu, real cities, means of transport, prices) Average (connection to Oulu, real cities, means of transport, prices) High (immediate connection to students' perception of real world)
  • 8. Peer regulation in a group 3 statements from learning diaries verbal data from video recordings (e.g., «Have you presented?», «You ask first», «Put it so that everyone can see it», «Open a new (blank) page»)
  • 9. Teacher's interference 1 statement from learning diaries 2 types of interference from the video recordings (regulation of behavior & additional instruction)
  • 10. Use of technology 3 statements from learning diaries
  • 11. Too many data collection tools Too much data? Short time to plan Definition of on- & off-task Coding Second coder Misunderstanding of questions RQ Timeconsuming
  • 12. Necessary corrections → analysing data from two other groups → general patterns & conclusions → finalizing theoretical part