Denduang 606 Final Pp Ready


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Denduang 606 Final Pp Ready

  1. 1. Motivating high school language learners using CALL technology and CLT approach: An action research study Denduang Boutonglang University of Hawaii at Manoa
  2. 2. Problem statement Students are embarrassed to speak English (Nethiniwattanapong, 2009) English is the most disliked subject (Nethiniwattanapong, 2009) Teachers’ low-proficiency in Foreign Language affect student performance (National News Bureau of Thailand, 2009) Students possess poor competence and confidence in English skills because they do not have adequate inputs and inappropriate learning environment (Foley, 2005)
  3. 3. Purpose of the study <ul><li>Intellectual Goal </li></ul><ul><li>- To confirm the use of CLT&CALL in motivation of language learners </li></ul><ul><li>  </li></ul><ul><li>2. Practical Goal </li></ul><ul><li>- To improve students’ motivation in language learning by using CALL&CLT intervention </li></ul><ul><li>3. Personal Goal </li></ul><ul><li>- To explore teaching skills, to earn a master’s degree </li></ul>
  4. 4. Research questions <ul><li>Are students’ motivation evident after using CALL technology and CLT approach? </li></ul><ul><li>Do students get higher score compared with pre- and post-test after using CALL and CLT interventions? </li></ul>
  5. 5. Literature review 1. Communication Language Teaching (CLT) theory 2. An Action Research Design 3. Computer-Assisted Language Learning (CALL) 4. Curriculum theory 5. Learners’ center theory 6. Motivation strategies
  6. 6. Role of theory Theories Where does it fit? Beginning Middle End 1. Communication Language Teaching (CLT) approach (Richards, 2006) / / / 2. An action research Designs (Creswell, 2008) /   3. Computer-Assisted Language Learning (CALL) theory (Davies G., Walker R., Rendall H. & Hewer S., 2009) / / / 4. Curriculum theory (Schiro, 2008) /     5. Learners’ center Ideologies (Schiro, 2008) / /   6. Motivation strategies (Gardner, 2008) / / / 7. Paradigm/ world views (Creswell,2007) / / / - Constructivism - Post positivism
  7. 7. Method An action research study (Creswell, 2009) 1. Qualitative approach - Interview - Observation 2. Quantitative approach - Pre-, Post-test score - Survey
  8. 8. Intervention <ul><li>Computer – Assisted Language Learning (CALL) </li></ul><ul><li>originated from CAI (Computer Accelerated Instruction) as a term was first visualized as a teaching aids. CALL is also defined as “the search for and study of applications of the computer in language teaching and learning” that is not the method of teaching language but the material to support effective teaching language (Davies G., Walker R., Rendall H. & Hewer S., 2009). </li></ul><ul><li>2. Communicative Language Teaching (CLT) </li></ul><ul><li>a set of principles about the goals of language teaching, how </li></ul><ul><li>learners learn a language, the kinds of classroom activities </li></ul><ul><li>that best facilitate learning, and the roles of teachers and </li></ul><ul><li>learners in the classroom (Richards, 2006). </li></ul>
  9. 9. Role of researcher <ul><li>Constructivist researcher (emic) </li></ul><ul><li>- Teacher researcher in an action research </li></ul><ul><li>- Have relationship, interactions with participants </li></ul><ul><li>- Interpret the results of the study </li></ul><ul><li>2. Post positivist </li></ul><ul><li>- To confirm the intervention being studied </li></ul>
  10. 10. Bounding the case 1. Participants - 19 grade 12 th student at Kritsanawittaya High School, Nakornratchasima Province, Thailand - 6 school staffs: a director and 5 high school teachers, that teaches English, computer, Thai, Social Studies, and Science subjects. - 5 parents of grade 12 th student 2. Time/Duration - From June to August 2010 (10 weeks) 3. Languages - The proposal and research paper --- English - The research site---Thai
  11. 11. Data collection <ul><li>Qualitative data </li></ul><ul><li>- Field note observation </li></ul><ul><li>> Observation protocol, video tape </li></ul><ul><li>- Semi structure interview (open-ended questions) </li></ul><ul><li>> Interview protocol, audio tape </li></ul><ul><li>Quantitative data </li></ul><ul><li>- Student survey </li></ul><ul><li>- Observation checklist </li></ul>
  12. 12. Data analysis <ul><li>Qualitative data analysis </li></ul><ul><li>- coding for themes </li></ul><ul><li>> Interpretation the themes </li></ul><ul><li>- Quantitative data analysis </li></ul><ul><li>- Descriptive statistic </li></ul><ul><li>> Table, chart </li></ul>Data Merged: Compare & contrast the finding from qualitative and quantitative data collected. - Is there improvement in learners performance and a change of after the interventions were used? > interpreting the research results
  13. 13. Credibility/ generalizability/ reliability 1. Research Triangulations - Multiple participants; students, teachers, and parents - Multiple data collections; survey, observations, interviews - Multiple paradigms; constructivism and positivism - Multiple theories frameworks; ; Communication Language Teaching (CLT) theory (Richards, 2006) ; An action research study (Creswell, 2008) ; Computer-Assisted Language Learning (CALL) (Davies G., Walker R., Rendall H. & Hewer S., 2009) ; Curriculum theory (Schiro, 2008) ; Learners’ center ideologies (Schiro, 2008) ; Motivation strategies (Gardner, 2008) ; Paradigms (Creswell, 2007) 2. External audit (2 persons) 3. Researcher self- reflection Credibility/ Validity
  14. 14. <ul><li>To ensure there are no perceived harms affected participants of this study by asking permission from the IRB committee. </li></ul><ul><li>In addition, the proposal submitted to the IRB includes the following forms : </li></ul><ul><li>> students, parent/ guardian, and teacher consent forms > student survey </li></ul><ul><li>> research observation protocol </li></ul><ul><li>> research interview questions </li></ul><ul><li>> research lesson plans with the intervention being studied </li></ul>Human Subject
  15. 15. “ The End“