This presentation shows an analysis of two journals. The main object of this analysis was to identify types of research.

1. An Analysis of Technology
Tools Used in Online Courses
and Their Relationship to
Students' LearningStyles
Heather A. Pokorsky
Pokorsky, H. A., & Schlough, S. (2008). An Analysis of Technology Tools Used in Online Courses
and Their Relationship. Retrieved from http://core.kmi.open.ac.uk/download/pdf/5067298.pdf

2. The purpose of the study is to see if the students' learning styles are being met while
taking the course online. Students have different learning styles when it comes to
learning the curriculum that is taught by instructors. The study included a
comprehensive review of literature including understanding learning styles, different
technology tools, and the importance of using technology tools to engage student
learning in an online course that could incorporate the different learning styles.
In this study the students enrolled in the Spring 2008 Written Communications online
course, were surveyed. Majority of the students who completed the survey, felt that the
use of technology that the instructor used in the course helps meet their needs based
on the type of learner that they are.
The Written Communications course at Lakeshore Technical College has recently
been offered online since 2000. There has been limited analysis done to see if
students' learning styles are being met through online delivery. To keep up with
students' needs while taking online courses, it is important to have the students
learn effectively by creating a course that meets the needs of students who have
different learning styles

3. The purpose of the study is to see if the students' learning styles are being met
while taking the course online. It is a documented fact that students have
different learning styles when it comes to learning the curriculum.
This project will look into the different technology tools that can be used in an
online course to engage students' learning who have different learning styles.
1. What is the effect that the technology tools have on students' learning in the
online Written Communications course?
2. How are the technology tools being implemented in the online Written
Communication course to reach all learning styles?
3. Is there a difference in students' perceptions in the use of online tools and
their learning style in Written Communications based on their age?
4. Is there a difference in students' perceptions in the use of online tools and
their learning style in Written Communications based on their gender?

4. • Diseño de investigación
A non-experimental descriptive research.
.
• Participants
11 students who were enrolled in the online Written Communications course at LTC in the
spring semester of 2008. The spring semester course was offered in 16 weeks.
• Instruments
Questions and the questions consisted of multiple choice and yes/no. Some of the
questions also asked for responses using a five point Likert scale with the following
categories: very effective, effective, neutral, ineffective, and very ineffective.
• Data analysis
All appropriate descriptive statistics were run on the data to address the research questions by the research
technician at the University of Wisconsin-Stout. The data from each of the survey questions were analyzed.
Additionally the data was analyzed to answer the research questions
Personal
Opinion
I think that it is a non-experimental descriptive research because of the instruments that were used as a survey
and questionnaire and also because of the way the data was collected that was the most naturally possible,
completely voluntary and the results were confidential. Moreover, the results answered the research
questions.
I personally think that Heather A. Pokorsky use this descriptive method because she wanted to collect and
analyze data about a phenomena and its impact on the language learning, she wanted to analyze the aspects
that affects the second language acquisition and the learning styles while students use technology. She
analyzed something more internal about the learning processing.

5. ESL student perspectives on
university classroom testing
practices
Annela Teemant
Teemant, A. (2010). ESL Student Perspectives on University Classroom Testing Practices.
Journal of the Scholarship of Teaching and Learning, 10(3), 89–105. Retrieved from
http://eric.ed.gov/?id=EJ906471

6. ESL students struggle to represent accurately on tests what they know. Understanding what
constitutes equitable testing practices in university settings for ESL students poses a significant
challenge to educators. This study reports on the content analysis of semi-structured interview
data obtained from 13 university-level ESL students on their opinions, concerns, strategies, and
preferences in testing. ESL students provide evidence that language proficiency, test anxiety, and
preferences for particular test formats, such as multiple-choice over essay questions, affect their
ability to demonstrate content knowledge.
Students describe context, culture, and seven language-related problems in testing, and show
awareness of various test-taking strategies. The results suggest practical implications for making
testing outcomes more equitable for ESL students.
The assessment challenges faced by ESL university students—those I teach and those I advocate
for—in content-area classes. It is widely acknowledged that ESL students struggle to represent
accurately what they know on tests. In the act of test taking, language knowledge and content
knowledge merge and are often confounded.
According to LaCelle-Peterson and Rivera (1994, p. 69), current testing practices fail to “capture”
what ESL students really know in terms of content knowledge. This gap between students’ actual
knowledge and their test performance is often ignored or unrecognized by university faculty.
Schneider and Shulman (cited in Shavelson, 2007, p. viii), however, argue that university faculty
must “know what to make of” and “how to act on” valid evidence of student learning

7. The purpose of this qualitative study is to :
a) make visible ESL students’ perspectives on classroom testing practices;
and
b) to highlight practical implications for how university faculty can address
ESL students’ testing concerns.
What are ESL students' opinions, concerns, strategies, and preferences
related to being tested in content-area courses?

8. Personal
Opinion
• Diseño de investigación
The present study theoretically adheres to qualitative methods.
• Participants
The 13 subjects selected for participation were ESL students enrolled in four-year university programs
• Instruments
semi-structured interviewing techniques with open-ended questions
• Data analysis
Data analysis entailed transcribing the tape-recorded interviews, checking transcriptions for accuracy, and conducting a
content analysis of the interview data across subjects using Hyperqual 2 (Version 1.2) software. Content analysis consists
of descriptive data reduction, that is, identification, coding, and categorization of significant patterns of response across
ESL subjects (Patton, 1990). The semi-structured interview questions provided the analytical framework, focusing on
testing experiences, perceived differences, strategies employed, testing preferences, language skills, and opinions on how
professors could assist them. Coding categories emerged fromstudent responses.
Besides that in the journal was stablished that this was a qualitative research, I could notice that it was it
because of the instruments that were used as semi-structured interviewing techniques with open-ended
questions. Moreover, it was used a tape-recorder to do the analysis.
I personally think that Annela Teemant use the qualitative research because she wanted to study the
phenomena from the perspective of the learners so that she could give suggestions in order to try to solve
the research problem. The qualitative research helped her because one of the main objects of this type of
research looks to reconstruct what the subjects are experiencing as their behavior as accurately possible.