Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Keiko Sakui Dec 4th, 2009

495 views

Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Keiko Sakui Dec 4th, 2009

  1. 1. Student Beliefs and Teacher Beliefs Kobe Shoin Women’s University Keiko Sakui
  2. 2. Autobiographical Approach <ul><li>My experiences as a learner </li></ul><ul><li>My experiences as a teacher </li></ul><ul><li>My experiences as a researcher </li></ul>
  3. 3. Outline <ul><li>Why I got interested in this topic? </li></ul><ul><li>Studying beliefs quantitatively: Using a survey and statistics to research beliefs </li></ul><ul><li>Studying beliefs qualitatively: Using interviews to research beliefs </li></ul><ul><li>What research means to me as a teacher-researcher </li></ul>
  4. 4. Why I became interested in the topic of beliefs? <ul><li>My experience as a learner </li></ul>
  5. 5. Studying beliefs quantitatively: Using a survey and statistics to research beliefs (1) <ul><li>Horwitz’s study </li></ul><ul><li>Developing a survey as a research tool </li></ul><ul><ul><li>Modifying survey items in order to investigate Japanese learners of English </li></ul></ul><ul><ul><li>Establishing reliability of the survey </li></ul></ul>
  6. 6. Questionnaire items <ul><li>Please mark items to explore your beliefs about language learning (handout) </li></ul><ul><ul><li>Japanese </li></ul></ul><ul><ul><li>Wording as concrete/context specific as possible </li></ul></ul><ul><ul><li>45 items </li></ul></ul><ul><ul><li>Likert Scale 1 to 4 </li></ul></ul>
  7. 7. <ul><li>Original version  Scrambled version </li></ul><ul><li>Original version  Alternate version </li></ul><ul><li>Interview several students </li></ul><ul><ul><li>To see whether they took the survey seriously </li></ul></ul><ul><ul><li>To explain the discrepancies in responses </li></ul></ul><ul><ul><li>To examine what contexts students thought of while responding </li></ul></ul>
  8. 8. Studying beliefs quantitatively: Using a survey and statistics to research beliefs (2) <ul><li>Factor Analysis to identify clusters of student beliefs </li></ul><ul><ul><li>Can you think of labels (concepts) which match each group of questionnaire items? (handout) </li></ul></ul>
  9. 9. <ul><li>Factor 1 – Communicative orientation to LL </li></ul><ul><li>Factor 2 – Traditional orientation to LL </li></ul><ul><li>Factor 3 – Quality and sufficiency of classroom instruction for learning English </li></ul><ul><li>Factor 4 – Foreign language aptitude and difficulty </li></ul>
  10. 10. Studying beliefs quantitatively: Using a survey and statistics to research beliefs (3) <ul><li>Advantages </li></ul><ul><ul><li>Gather a large number of participants’ data </li></ul></ul><ul><ul><li>Be able to replicate it </li></ul></ul><ul><ul><li>Be able to generalize it </li></ul></ul><ul><li>Disadvantages </li></ul><ul><ul><li>Contexts are lost </li></ul></ul><ul><ul><li>Too much faith in statistics </li></ul></ul>
  11. 11. Studying beliefs qualitatively: Using interviews to research beliefs (1) <ul><li>Studying teacher beliefs </li></ul><ul><ul><li>Studying teachers’ perspectives on learner motivation </li></ul></ul><ul><ul><ul><li>Open-ended questionnaire to 32 English teachers in Japan </li></ul></ul></ul><ul><ul><ul><ul><li>Work at university </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Have Master’s degree qualification or above </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Have more than five years of teaching experience </li></ul></ul></ul></ul>
  12. 12. Studying beliefs qualitatively: Using interviews to research beliefs (2) <ul><li>Further in-depth interviews with three teachers </li></ul><ul><ul><li>David </li></ul></ul><ul><ul><ul><li>Canadian male with a Master’s degree </li></ul></ul></ul><ul><ul><ul><li>More than 15 years of teaching (full-time) </li></ul></ul></ul><ul><ul><li>Aaron </li></ul></ul><ul><ul><ul><li>American male with a Master’s degree </li></ul></ul></ul><ul><ul><ul><li>More than 5 years of teaching (part-time) </li></ul></ul></ul><ul><ul><li>Kumiko </li></ul></ul><ul><ul><ul><li>Japanese female with a Master’s degree </li></ul></ul></ul><ul><ul><ul><li>More than 10 years of teaching (part-time) </li></ul></ul></ul>
  13. 13. Studying beliefs qualitatively: Using interviews to research beliefs (3) <ul><li>Analyzing interview data (handout) </li></ul>
  14. 14. Studying beliefs qualitatively: Using interviews to research beliefs (3) <ul><li>Advantages </li></ul><ul><ul><li>Context rich </li></ul></ul><ul><ul><li>In-depth and very personal pictures </li></ul></ul><ul><ul><li>Resonates with readers’ contexts </li></ul></ul><ul><li>Disadvantages </li></ul><ul><ul><li>Subjective </li></ul></ul><ul><ul><li>Cannot be generalized </li></ul></ul><ul><ul><li>Time consuming and difficult to condense within average length article </li></ul></ul>
  15. 15. What is research to me? (1) <ul><li>Ultimate purpose of research to me is: </li></ul><ul><ul><li>To understand “people’s thoughts and behaviours” </li></ul></ul><ul><li>Qualitative research fits me well for this purpose </li></ul><ul><ul><li>Fits my research questions—”Why” questions </li></ul></ul><ul><ul><li>Fits my research interests (do not want to make ‘big claims’, but understand what people think and do in specific contexts) </li></ul></ul>
  16. 16. What is research to me? (2) <ul><li>We do not conduct research alone </li></ul><ul><ul><li>Co-researchers </li></ul></ul><ul><ul><li>Participants </li></ul></ul><ul><ul><li>Editors/Reviewers </li></ul></ul><ul><ul><li>Gate keepers </li></ul></ul>
  17. 17. Ethical issues <ul><li>Participants’ willingness to share their time and thoughts with researchers </li></ul><ul><li>Peer reviewers’ conscientious and thoughtful responses </li></ul><ul><li>(Often) Editors’ conscientious and thoughtful responses </li></ul>

×