Descriptive and qualitative research analysis
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This study examined Asian ESL students' perceptions of explicit grammar teaching. Sixteen immigrant ESL students from various Asian countries participated in the study. Researchers interviewed groups of four students to discuss the students' language learning experiences and perceptions of grammar instruction. The interviews were recorded, transcribed, and analyzed to identify common themes among the students' responses regarding grammar teaching in their ESL classes.
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Qualitative data analysis: many approaches to understand user insights
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Similar to Descriptive and qualitative research analysis
Dictation
This report summarizes an action research project that investigated using innovative dictation activities to help primary school students in Hong Kong learn English as a second language. Traditional dictation lessons were replaced with 5 new activities, including jigsaw, partial, running, grammar, and composition dictation. Data was collected through interviews, observations, and questionnaires before and after the changes. Results showed students greatly enjoyed the new activities and had more positive attitudes towards dictation, believing it could now be a fun way to learn rather than a stressful test. This suggests innovative dictation approaches may help second language acquisition.
A case study on college english classroom discourse
The document analyzes classroom discourse in four College English classes in China. It finds that teacher talk dominates class time, averaging 68.9% of class periods. The dominant discourse structure is Initiation-Response-Feedback (IRF), accounting for 77.7% of exchanges. Teachers primarily use display questions that test recall of known information, rather than referential questions that elicit new student responses. The study aims to understand features of classroom discourse and offer suggestions for teachers to encourage more student talk.
Efl esl research journals
This document summarizes two research studies on enhancing English language learning experiences. The first study explored how strategy journals impacted students' perceptions of language learning strategies in ESL and EFL environments. It found ESL students reported greater strategy use than EFL students, possibly because ESL learning is more immersive. The second study compared writing performance, attitudes, and classroom dynamics between an ESL computer-assisted writing class and traditional oral class. It found the computer-assisted class demonstrated more engagement in discussions and tasks. Both studies aimed to understand differences in ESL and EFL learning experiences and support diverse learning styles.
Qualitative and Descriptive Research analysis
This study examined the relationship between affective factors (motivation, anxiety, extraversion) and oral proficiency/academic achievement in EFL students. It used a quantitative, correlational design with surveys to measure the affective factors and background questionnaires. 243 students participated. Results found motivation positively correlated with oral proficiency and academic achievement, while anxiety negatively correlated with oral proficiency. No relationship was found between extraversion and the outcomes. The researcher chose this design to test hypotheses about relationships between variables.
Language attitudes of iranian junior high school students towards the English...
This document summarizes a study that investigated the attitudes of Iranian junior high school students toward learning English. The study surveyed 116 students using a 20-item questionnaire to assess their views on topics like the educational and social role of English in Iran, the social and practical benefits of English proficiency, the impact of English on cultural identity, enjoyment of English, and discomfort with Iranians speaking English. The results showed that both female and male students generally held positive attitudes toward English, though females' attitudes were slightly more favorable. No significant differences were found between genders. The findings indicate Iranian junior high students view English positively and see its importance.
1. immersion teachers in peoples republic of china
This document summarizes a study that investigated the strategies used by four teachers in providing positive feedback to student responses in English classrooms in Xi'an, China. The study found that teachers commonly used strategies like accepting, encouraging, and repeating student answers, as well as extending and prompting students. These strategies help students' linguistic and cognitive development by providing comprehensible input and requiring English speaking. The strategies identified in this study differ from those traditionally used in China but are common in English-speaking education systems. The analysis looked at extended classroom exchanges rather than single initiation-response-follow up sequences to provide meaningful context.
6. khalid-muktar
The purpose of this study is to determine if there were relationships among learning style
preference, gender and English language performance of EFL Libyan secondary school students
in Malaysia. Specifically, the study was guided by three research questions focused on Libyan
student’s level of performance in EFL class in Malaysia, their learning styles and gender, and the
relationship between students’ learning styles and their English language performance. There has
been a limited number of studies on Libyan secondary schools’ student studying in Malaysia.
This study was a correlational study involving 108 Libyan secondary school students in Malaysia.
Data was analysed using the statistical package for Social Science (SPSS, version 20.0). The
results showed that most learners who participated in this study had a medium proficiency level
in the English language and majority of the Libyan students preferred independent learning style.
It was found that there was a difference in the learning styles preferred by female and male
secondary school students. The study also revealed that there was no significant relationship
between students’ overall learning styles and their English language performance and.
Recommendations were offered. Future researches could use more than one school to obtain
accurate results and could also focus on gender biases.
Reading workshop
This document summarizes several presentations from an applied linguistics conference on reading materials and strategies for English language learners (ELLs). It includes an overview of the conference agenda, which featured three presentations on using culturally relevant reading materials, high interest materials, and the impact of reading aloud on pronunciation and comprehension. It then provides more detailed summaries of two individual presentations, one on the impact of intercultural literature on ELL reading comprehension and engagement, and another on selecting high interest reading materials in an ESL classroom.
Teacher’s directive utterances in english classes
This document summarizes a research study on teachers' use of directive utterances in English classes in senior high schools in Surakarta, Indonesia. The study aimed to describe the variability of directive utterances used by teachers, the reasons for using different types, and how politeness principles were implemented. Data was collected through observation of 15 English classes and interviews with 11 teacher informants. The findings were that teachers used a variety of linguistic forms and illocutionary forces of directive utterances to respect students, facilitate learning, assure quality and authority. Politeness principles were realized through offers, invitations, compliments, praise, solidarity expressions and friendly addresses. The research provides insight into teachers' professional, pedagogical,
1How Does the Use of Reading Strategies Improve Achieve.docx
This study examined the use of reading strategies to improve science achievement for 22 ESL students in 7th grade. Several strategies were implemented, including vocabulary books, anticipation guides, concept maps, and fill-in-the-blank reviews. Observations found that the strategies increased student engagement and comprehension during reading assignments. Student feedback indicated the strategies, especially fill-in-the-blank reviews, helped them learn and prepare for assessments. The results suggest reading strategies can positively impact language minority students' science learning.
1How Does the Use of Reading Strategies Improve Achieve.docx
1
How Does the Use of Reading Strategies Improve
Achievement in Science for Language Minority
Students?
Shannon Hicok
Glasgow Middle School
Fairfax County (VA) Public Schools
Submitted June 2000
Introduction
Two years ago, I began teaching science at Ellen Glasgow Middle School
in Fairfax County, Virginia. I realized right away that my language minority
students, especially those still in an English as a Second Language (ESL)
program, needed differentiated instruction in their mainstreamed science class.
The question then became, “How do I meet the unique needs of this population?”
This is a question with which I have continued to struggle over the past two
years.
I recognized that my ESL students had a great deal of difficulty reading
their science textbook. Although some students had success with pronunciation
and word recognition, adequate comprehension eluded them. Working with an
ESL teacher, I began to make accommodations in my instruction that seemed to
increase understanding during whole class and small group activities. However, I
was still puzzled as to how to help these students during lessons that required
individual reading.
In the 1999-2000 school year, I have had the privilege of working with a
small group of researchers who also teach language minority students. During
discussion, we agreed that improving literacy for these students should be our
primary goal and the focus of our research. Based on the difficulty my students
have experienced with reading comprehension, this is the piece of the literacy
puzzle on which I have focused.
Purpose of the Study
The purpose of this study was to identify how the implementation of
various reading strategies improved achievement in science for ESL students. I
was particularly interested in their use in the science classroom. Using data
collected from this study, I hoped to make better decisions about the type of
instruction my language minority students needed. The end result was more
confident, successful learners.
Scientific vocabulary development is an area in which language minority
students historically struggle. In addition to learning new technical terminology,
students must deal with the varied use of familiar terms. For instance, in science
class, the words table and compound have a very different meaning than they do
in most other classrooms (Chamot, 1994). For these reasons, I decided that one
of the strategies chosen for the study would specifically target vocabulary
development.
2
The remainder of the strategies chosen for the study were intended to
help make reading a more active endeavor. I chose these strategies with the
hopes that they would help students comprehend written, scientific, factual
material.
Literature Review
Much research has been done regarding the effectiveness of using
learning strategies to promote literacy. The basic premise behind this research is
that students can benefit from t ...
G.1.machisaca.judith.english. teaching metodology
This document analyzes patterns of classroom discourse through discourse analysis. It discusses analyzing both spoken and written language use from an external perspective. The study examines predominant patterns of interaction between teachers and students in English language classrooms in Iran. Both male and female students were observed to use similar discourse acts, with some minor differences in interactions based on teacher and student gender. The analysis found interaction was generally teacher-dominated and could be improved by incorporating more authentic student communication.
Final action research_a-ming
This document summarizes an action research paper about the difficulties Asian graduate students face in learning English. The paper explores challenges in listening, speaking, reading and writing. Through a literature review, it was found that writing is the most difficult skill and that Asian students have a passive learning style focused on exams, due to their educational backgrounds. Their culture and lack of prior English speaking environment inhibits development of speaking and writing abilities. The intended audiences are Asian students studying in the US and their teachers.
Descriptive, Qualitative and Experimental Journals Analysis
This study investigated the effects of subtitles on second language acquisition when viewing an animated TV show. 49 Norwegian high school students watched an episode of the American cartoon Family Guy under three conditions: Norwegian subtitles, English subtitles, or no subtitles. They then completed a comprehension test immediately after viewing and vocabulary and grammar tests 4 weeks later. Results showed that subtitles led to better comprehension right after viewing but no long-term effects on vocabulary or grammar. The study used a quantitative experimental design to manipulate subtitle conditions and measure effects on test performance.
English methodology
This document summarizes a research study analyzing patterns of classroom interaction between teachers and students in English as a Foreign Language (EFL) classrooms in Iran. The study used discourse analysis to examine classroom talk in male and female classes. Key findings included: 1) Interaction was generally teacher-dominated but students did initiate exchanges; 2) Boys were more willing to interact with teachers than girls; 3) Minor differences existed between male and female teacher questioning styles but both asked mostly display questions. The study provided insight into classroom dynamics and the role of gender.
Wong workplace materials leslla 2011
The document summarizes research on effective instructional strategies for low-literacy adult English language learners in workplace contexts. It finds that strategies like varied language practice, use of native language, connection to real-world tasks, peer interaction, and problem-solving activities positively impact learning. A case study example illustrates how materials can incorporate literacy skills, meet diverse needs, prompt collaboration, and relate to on-the-job tasks and documents through themes, groupings, and assessment.
Verbal act_Susilo
This study investigated the verbal actions and interaction patterns of students in an EFL classroom. It found that students' verbal actions fell into 4 categories: 1) soliciting moves to elicit teacher responses, 2) responding moves to answer teacher questions, 3) reacting moves to modify or rate prior statements, and 4) bidding moves to request speaking. It also identified 5 interaction patterns: 1) teacher-class interactions with verbal responses, 2) teacher-class with non-verbal responses, 3) teacher-student with verbal responses, 4) teacher-student with non-verbal responses, and 5) teacher-student-teacher interactions. The study provided insight into classroom dynamics in an EFL context.
A Chinese researching other Chinese: Problematizing the bilingual researcher
This document summarizes the challenges faced by Sherrie Lee, a bilingual researcher from Singapore, in conducting research interviews in Mandarin with other Chinese participants. Some of the key challenges included navigating assumptions that as a bilingual researcher she had direct access to cultural groups, and dealing with her dual role as both researcher and translator. Her strategies to address these challenges included taking notes in English and key ideas in Chinese during interviews, balancing rapport building with seeking clarification, alternating between insider and outsider positions, and using various validation methods like member checking and transcribing interviews in English for efficiency.
C:\Users\Allie Franklin\Documents\Module 6
This document summarizes several studies related to reading interventions and curriculum materials for elementary teachers. It describes a study that examined the effects of a voluntary summer reading program on 331 students' reading activities and achievement. It also summarizes a study on the effects of teacher read-alouds with and without student textbooks, which found that students who just listened performed better. Finally, it outlines a study that followed four beginning teachers and found those with more knowledge and materials support learned the most from the curriculum.
An insight into secondary school students’ beliefs regarding learning English...
An insight into secondary school students’ beliefs regarding learning English...Dịch vụ Làm Luận Văn 0936885877
- The study surveyed 664 secondary school students in Pakistan to understand their beliefs about learning English.
- Students generally had positive beliefs, seeing English as important and believing they could become proficient with practice. However, they varied in how difficult they felt English was to learn.
- Girls and science students tended to be more motivated and see English as easier than boys and arts students. The study found differences in beliefs based on gender and academic track.Similar to Descriptive and qualitative research analysis (20)
A case study on college english classroom discourse
A case study on college english classroom discourse
Language attitudes of iranian junior high school students towards the English...
Language attitudes of iranian junior high school students towards the English...
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1How Does the Use of Reading Strategies Improve Achieve.docx
1How Does the Use of Reading Strategies Improve Achieve.docx
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Descriptive, Qualitative and Experimental Journals Analysis
Descriptive, Qualitative and Experimental Journals Analysis
A Chinese researching other Chinese: Problematizing the bilingual researcher
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An insight into secondary school students’ beliefs regarding learning English...
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This document is a research proposal for a translation project titled "Teaching Inferential Comprehension Strategies in L2 English and Their Impact on L1 Spanish". The proposal provides background on the importance of translation and defines key concepts. It outlines the objective of faithfully translating a chapter on teaching reading comprehension strategies from Spanish to English. The proposal discusses the significance of the project for Spanish-speaking language educators and students in developing reading skills. Direct and indirect translation techniques that will be used are also reviewed from translation literature.
Humberto monografia pdf
This document is a research proposal for translating a document about teaching inferential comprehension strategies in English L2 and their impact on Spanish L1. The proposal provides background on translation and defines it. It discusses the rationale, objectives, and significance of translating this document. The literature review covers important translation techniques like direct (word-for-word, literal, linguistic borrowing, calque) and indirect/oblique (transposition, modulation, equivalence, adaptation, reduction, omission). The methods section outlines the translation process using Vinay and Dalbernet's techniques, including understanding the text, drafting, revising, and contrasting with the original. References and a timetable are also included.
Method
This document outlines the translation process and procedure for translating the chapter "enseñanza de estrategias de comprensión inferencial en inglés L2 y su impacto en español L1". It involves using the Canadian translation technique by Vianey and Dalbernet from 1973, following specific procedures such as in-depth understanding, looking up unknown words, writing a first draft, revising for polish, comparing to the original, and keeping a journal. Additional resources listed for consultation include Word-reference, Linguee, books, articles, journals, and the Diccionario de la Real Academia Española.
Analyzing data (chapter 9)
There are different techniques for analyzing qualitative, descriptive, and correlational research data. Qualitative analysis reduces data to essential parts through categorizing segments of text or using existing categories. Descriptive research reports frequencies verbally and with graphs from frequency tables. Correlational techniques analyze descriptive research data to determine if relationships between variables are meaningful by obtaining relevant correlations.
Contextualization of research
The document discusses the importance of contextualizing research through a literature review. It states that reviewing related literature helps refine ideas and identify perspectives to focus the research question. The literature review should be conducted throughout the research process as it polishes and develops claims. When selecting a research topic, the researcher must examine the feasibility of studying the topic in-depth before narrowing it. Only relevant information should be collected to understand the topic broadly and gain concrete insights. Finally, the literature review must be properly reported to contextualize the problem and rationale for the proposed research.
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An experimental study tested the effects of different language learning strategies by having participants complete questionnaires about their strategy use. The study used independent and dependent variables in a controlled environment to test hypotheses about strategy effects. Participants provided information on demographics and completed a Likert scale questionnaire assessing how often they employed various strategies, such as repeatedly practicing new expressions. The goal was to establish connections between specific strategies and language learning outcomes.
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The document discusses conducting a literature review and finding relevant resources. It explains that a literature review organizes ideas, synthesizes previous research findings, and prevents duplicating existing studies. It recommends asking whether sources are relevant and searching journals, books, and databases like ERIC, WorldCat, Wilson Select, and Education Abstracts. Conducting a thorough literature review provides background information and new ideas to inform the research.
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Once a research design is chosen, it is important to follow systematic procedures to collect relevant and effective data according to clear selection criteria to ensure a successful collection. The means of data collection must be reliable, consistent, and accurate depending on whether the research is authentic or heuristic, analytic or deductive. Examples of qualitative data collection include open observations, record reviews, diaries, interviews, verbal reporting, questionnaires, and tests. The data collection instruments must suit the research goal whenever possible.
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Descriptive and qualitative research analysis
- 1. Asian Students’ Perceptions of Grammar Teaching in the ESL classroom. Coral Zavaleta Humberto Bachelor of English Language
- 2. Descriptive research is used to describe characteristics of a population or phenomenon being studied. It does not answer questions about how/when/why the characteristics occurred. Rather it addresses the "what" question (What are the characteristics of the population or situation being studied. Participantes: The participants in the study were 16 immigrant ESL students, including nine females and seven males who came to Canada from China, Iraq, Syria, Lebannon, Israel, India, and Sri Lanka, The participants had been living in Canada for various lengths of time, raging from six months to five years Instruments: (1) What are the language learning experiences of the ESL students? and (2) What are the ESL students’ perceptions regarding explicit grammar teaching? Data collection: Each of the reseachers interviewed a group of four students. As the interviews were conducted in group settings, the topics which emerged were guided by the interviewer but developed as a result of the group interaction. Each of us recorded our conversation and transcribed them verbatim, and distributed them to the other members of our research group.
- 3. References Pazaver, A. & Wang, H. ( ) Asian Students’ Perceptions of Grammar Teaching in the ESL Classroom
- 4. ESL FACEBOOK: A TEACHER’S DIARY ON USING FACEBOOK
- 5. This study investigates whether Facebook could be an ‘effective and easy’ teaching tool in English university classes. Effectiveness was classified as the teacher’s (mine) perceived effectiveness in terms of student behavior and response to the Facebook project. My journal entries chronicled observations and thoughts about the project aiming to improve students’ participation and motivation. In terms of easiness, I explored how feasible the Facebook assignments were for an instructor with numerous students. Participants: This research focused on three out of six conversation classes that a native English instructor taught at a private university outside of Seoul. Data collection: Journal entries, a thee-minute recording in English
- 6. References Simpson, N. ( ) ESL FACEBOOK: A TEACHER’S DIARY ON USING FACEBOOK