Keiko Sakui Dec 4th, 2009

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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>

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