qualitative research and approaches
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This document presents a study on using documentary videos to develop content for ESL writing. The study had three objectives: 1) understand students' views on using videos for writing, 2) determine if videos help develop writing content, and 3) compare writing scores before and after watching videos. Students watched a documentary video then completed a pre-test and post-test essay. Interviews asked students about their writing process and using videos. Results from student writing tests and interviews were analyzed to understand how videos impact ESL writing development.
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Course Outline Technical English 2 31534
This document outlines the syllabus for a Technical English II course offered at the Centre of Foundation and General Studies. The course is worth 3 credit hours and will focus on developing students' academic English skills as well as introducing occupational components to prepare them for future studies and jobs. Assessment will include two online tests, assignments, presentations, and a final exam. The lecturer is Murni Salina and the course objectives are to equip students with language skills for effective social, business, and workplace communication and to develop their ability to understand and respond critically to texts and write accurately for academic and occupational purposes. The course schedule provides details of topics to be covered in each of the 14 lectures, including strategies for reading, writing, speaking, grammar
Lesson plan
This lesson plan aims to help students improve their vocabulary skills through a "see, say, switch" activity using pictures. Students will first describe pictures using adjectives and nouns, then use those words to create a simple story presented as comic strips or a PowerPoint. The estimated time is 1 hour. Students will work in groups to list words for their assigned picture, write a story using those words, and present their comic strip or PowerPoint to the class. The resources listed provide tools for creating comic strips and presentations.
CALL Advantages and Apprehensions
This document summarizes the advantages and apprehensions of computer-assisted language learning (CALL) from the perspective of an interactive approach. It outlines major advantages of CALL like increasing student interest and motivation, enabling individualized learning, and providing immediate feedback. However, it also notes apprehensions such as computers replacing teachers, lack of teacher control over software, and students needing new computer skills. The conclusion states that CALL should complement rather than replace classroom teaching, and that teachers must embrace new approaches and address challenges to maximize the benefits of CALL.
Backschoolnight
This document summarizes the curriculum, assessments, challenges, and communication for a Chinese 4/AP class. The curriculum follows the AP guidelines and uses thematic units with performance-based assessments. Students are assessed weekly with quizzes and monthly with integrated performance assessments. Challenges for the AP exam include a variety of topics, time pressure, and spontaneous conversation. The teacher communicates using a class wiki and encourages support from home for students to develop skills for college.
developing and integrating courseware for oral presentations into esp learnin...
This document summarizes a study that developed and integrated an online courseware for oral presentations into an English for Specific Purposes learning context. The study aimed to help 85 university students in Taiwan improve their English presentation skills. Students used the courseware independently for 2 hours per week over 6 weeks. Assessment results showed that senior students performed better than sophomores on speech tests. A questionnaire also indicated that students were generally satisfied with the self-study approach using the courseware and felt it improved their vocabulary, grammar, and presentation layout skills. However, the summary reflects that the study could have provided more details on how it trained listening skills and explanation of courseware content.
English for Academic Purposes Assessment One
Free English for Academic Purposes (EAP) certificate and diploma course. Assessment One: Discussion Forum.
http://www.thefreeschool.education/free-diploma.html
http://chat.thefreeschool.education/forum86.html
Writing class
This document outlines the objectives and structure of an English Composition course taught by Tim Erb. The class aims to improve students' confidence in writing in English through peer review, multimedia, and non-traditional assignments submitted using technology. Students are encouraged to use platforms like Steemit and Google Docs for homework, with extra credit available for content creation. Grading will be based on exams, attendance/participation, and homework submitted on Moodle or other collaborative platforms.
Cothrun Bai Ruan Ap Chinese
The document summarizes the AP Chinese Language and Culture course and exam. It discusses the development of the course, the goals of communication, culture, connections, comparisons and communities. It also provides statistics on exam results from 2007 to 2008 that show increased participation. Classroom practices and activities that were presented include a movie project and a reading activity on the Dong minority drum tower.
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Course Outline Technical English 2 31534
This document outlines the syllabus for a Technical English II course offered at the Centre of Foundation and General Studies. The course is worth 3 credit hours and will focus on developing students' academic English skills as well as introducing occupational components to prepare them for future studies and jobs. Assessment will include two online tests, assignments, presentations, and a final exam. The lecturer is Murni Salina and the course objectives are to equip students with language skills for effective social, business, and workplace communication and to develop their ability to understand and respond critically to texts and write accurately for academic and occupational purposes. The course schedule provides details of topics to be covered in each of the 14 lectures, including strategies for reading, writing, speaking, grammar
Lesson plan
This lesson plan aims to help students improve their vocabulary skills through a "see, say, switch" activity using pictures. Students will first describe pictures using adjectives and nouns, then use those words to create a simple story presented as comic strips or a PowerPoint. The estimated time is 1 hour. Students will work in groups to list words for their assigned picture, write a story using those words, and present their comic strip or PowerPoint to the class. The resources listed provide tools for creating comic strips and presentations.
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Backschoolnight
This document summarizes the curriculum, assessments, challenges, and communication for a Chinese 4/AP class. The curriculum follows the AP guidelines and uses thematic units with performance-based assessments. Students are assessed weekly with quizzes and monthly with integrated performance assessments. Challenges for the AP exam include a variety of topics, time pressure, and spontaneous conversation. The teacher communicates using a class wiki and encourages support from home for students to develop skills for college.
developing and integrating courseware for oral presentations into esp learnin...
This document summarizes a study that developed and integrated an online courseware for oral presentations into an English for Specific Purposes learning context. The study aimed to help 85 university students in Taiwan improve their English presentation skills. Students used the courseware independently for 2 hours per week over 6 weeks. Assessment results showed that senior students performed better than sophomores on speech tests. A questionnaire also indicated that students were generally satisfied with the self-study approach using the courseware and felt it improved their vocabulary, grammar, and presentation layout skills. However, the summary reflects that the study could have provided more details on how it trained listening skills and explanation of courseware content.
English for Academic Purposes Assessment One
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http://www.thefreeschool.education/free-diploma.html
http://chat.thefreeschool.education/forum86.html
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This document outlines the objectives and structure of an English Composition course taught by Tim Erb. The class aims to improve students' confidence in writing in English through peer review, multimedia, and non-traditional assignments submitted using technology. Students are encouraged to use platforms like Steemit and Google Docs for homework, with extra credit available for content creation. Grading will be based on exams, attendance/participation, and homework submitted on Moodle or other collaborative platforms.
Cothrun Bai Ruan Ap Chinese
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21 mac 2022 form 4IK LP.pdf
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Speaking evaluation
This document provides instructions and a rubric for evaluating student presentations. Students will form groups of 3, research the topic of "Education and lifelong learning", and present for 3 to 5 minutes using structures and vocabulary from the unit. Their presentation must be supported by sources like PowerPoint, videos, or images. They will be evaluated on their content understanding, preparedness, comprehension of questions, clear speech, and time management to receive a score out of 20.
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The document provides an overview of the AP Chinese language and culture course and exam. It discusses the development and promotion of the AP Chinese exam from 2004-2009. It also analyzes student performance data from 2007, 2008 and 2009 and discusses the most challenging areas for students. Specifically, it notes that story narration and email responses were the most difficult tasks for standard group students. The document concludes by outlining best practices for teaching challenging topics like stories, conversations and cultural presentations.
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
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Documentary analysis
The documentary analyzes the opening sequence of an SAS survival training documentary. Through its use of mise-en-scene and editing, the sequence portrays the SAS soldiers as undergoing intense and difficult training, experiencing harsh and uncomfortable conditions as they prepare to take on dangerous missions requiring split-second reactions. The documentary aims to show viewers the extreme lengths that SAS members go to and the serious and professional nature of their roles protecting national security.
Collection of data
This document discusses various methods for collecting data for research studies, including documentary sources, field sources, and experimental methods. Documentary sources provide detailed, accurate, and reliable data through published and unpublished reports from primary or secondary sources. Field sources involve collecting data directly from individuals through interviewing or questionnaires. Interviewing allows for consistent data but is time-consuming, while questionnaires are inexpensive but have low response rates. Experimental methods determine cause-and-effect relationships and are used in scientific inquiries. The document also provides formulas for calculating sample sizes from populations with given margin of errors.
Genre analysis
Documentaries present factual information about real events or important topics using actual footage, reconstructions, voiceovers, and interviews. John Grierson coined the term "documentary" in 1926 to describe the creative treatment of actuality. There are five main elements of a documentary: observation, interviews, mise-en-scene, exposition, and dramatization. Interviews are particularly important as they provide opinions and views to give context to the events depicted.
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The document summarizes an investigation into providing learner training for students in a small CALL (computer-assisted language learning) class. Questionnaires given before and after the training showed that while students initially focused only on completing exercises, after training they emphasized learning objectives and strategies like resizing browsers. The training was limited by time constraints but highlighted the need to incorporate learner training into the curriculum to balance it with language learning.
TOEIC Upgrade - Walkthrough
TOEIC® Upgrade is a comprehensive and up-to-date preparation book for beginner learners. It offers a step-by-step approach that provides learners with the language skills and strategies needed when taking the TOEIC® test. The testing points, examples, checkup questions, and review tests presented throughout the book are designed to help learners reach their full potential.
Can HungerMiss King's3rd grade class
Students will learn about essential, unit, and context questions during a food drive unit. They will use these skills to plan a "Can Hunger" event for the community where they will demonstrate what they learned. The unit will involve students working independently and collaboratively to create flyers and letters, develop problem solving abilities, and practice presentation skills while helping those in need.
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This document outlines an online communications course for English language learners. The 12-day course was offered through Vancouver Community College for engineers and technologists. It focused on listening and speaking skills for professional settings. The course goals were to teach students technical skills for online communication tools, how to organize their time to complete tasks asynchronously and interact socially online. What worked well was having clear instructions, student-generated content, and Elluminate sessions. Not all students consistently participated fully or in the Voicethread activity. The instructor felt planning was more stressful than running the course and saw more online participation than usual for an in-person class.
Preposition mmlp
This lesson plan is for a 6th grade English grammar class on prepositions. It is 40 minutes long and uses multimedia materials like videos, texts, and images. The objectives are for students to define prepositions, classify them, find them in sentences, and use them correctly. The teaching techniques include questioning, discussion, and individual activities. Students will learn about prepositions through explanations, examples on slides, recapping, evaluation through worksheets, and homework assignments involving filling in blanks and writing a story using prepositions.
21 mac 2022 form 4IK LP.pdf
This document contains information about an English language lesson for 24 fourth-year students. The lesson focuses on speaking skills related to family members and takes place on Monday, March 21st, 2022 from 9:40-10:20. The lesson objectives are for students to understand the new CEFR English speaking exam format and explain and justify their own feelings or those of others when responding to questions. The lesson activities include watching an introduction video about speaking assessments, taking notes, and completing an exit card to review their learning.
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This document outlines a peer teaching project for a 4th grade math class at an international school in Brazil. Students will work in pairs to create 1-minute math lesson videos explaining concepts they have learned, such as addition, subtraction, and rounding. The goals are for students to demonstrate their understanding of concepts well enough to teach classmates, and for the videos to be a review resource. Students will select topics, plan and record their lessons, then upload them. They will improve their math teaching and technology skills over the course of producing multiple videos each month. The teacher will review lessons for accuracy before and after recording.
Tips for teaching with call
This document provides tips and guidance for using CALL (computer-assisted language learning) in English language teaching. It recommends selecting CALL materials that explicitly teach vocabulary at an appropriate level, providing interactive practice opportunities for learners, and incorporating collaborative tasks. The document also discusses evaluating learner performance, developing online vocabulary learning strategies, and following principles of learner guidance, authentic language exposure, and structured learning activities when using CALL in the classroom.
School students communicate on the blog
School students are using a blog to share their English language learning experiences and help each other with assignments. The blog allows students to explore communication options through writing and reading, as well as interact through links on blog posts. This proposal is supported by theories on language learning strategies, task-based learning, and learner autonomy through computer-mediated communication. It involves students completing language learning tasks using the blog, then sharing results and getting feedback to improve their language skills. The teacher's role is to present tasks, observe students working, and review language used to identify areas for further practice.
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The document summarizes a study on learning Chinese characters. The study tested Oberlin students' ability to recall characters they had learned through traditional memorization methods and found retention rates were very low, with only 38-39% of characters remembered after a few years of study. The study authors developed an online tool called Skritter that uses spaced repetition and active recall to make character learning more efficient. They outline how future efficacy studies using Skritter could be set up to better gauge its success in improving long term character retention rates.
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This document discusses a study that examined using video recordings to enhance self-reflection among pre-service English teachers during microteachings. 35 teachers recorded two 7-10 minute lessons on mobile devices and completed reflection forms after viewing the videos. Most teachers found it improved their skills and ability to objectively evaluate their own teaching. However, some experienced initial discomfort with recording and issues with video quality. The study concluded that video recording can help shift teacher reflection from surface-level concerns to deeper pedagogical issues if integrated into teacher training programs.
My Practicum Technology Experience
Rachelle Cornia taught a lesson on R controlled vowels to her first grade class using a PowerPoint presentation projected with a projector. The students were actively engaged throughout the lesson as they identified R controlled words on their whiteboards. While the projector took some time to set up, the technology kept the students motivated and excited. It allowed Rachelle to present the material in a novel way that appealed to different learning styles and helped the students master the concept after just one lesson.
Grammar Planet - Walkthrough
Grammar Planet is a three-book grammar series designed to help learners acquire a solid foundation of basic, high-frequency grammar structures. To solidify and expand learner's knowledge of grammar and to encourage steady progress, this series uses a spiral curriculum which reviews previous grammar points while simultaneously incorporating new, more complex structures.
Apps and games. Project assessment
This document contains a rubric for assessing students on an "Apps and Games" project for secondary English. The rubric evaluates students on creativity, text structure, grammar/vocabulary, pronunciation/fluency, participation, learning diary, and Weebly site. For each category, it provides descriptors for excellent (4 points), good (3 points), regular (2 points), and needs improvement (1 point). The rubric will be used to evaluate how original students' work is, how well written texts and oral presentations are structured, the grammatical accuracy and vocabulary used, and how completely students document their work.
Unit of instruction
This document outlines a unit plan for teaching 7th grade students about parts of speech and sentence structure, culminating in an ability to perform a four-level analysis of sentences. The unit goals are to review parts of speech and sentence components in order to examine sentences for their analysis. Students will learn about parts of speech, clauses, phrases and sentence types through visuals and activities. Formative and summative assessments will evaluate students' understanding and ability to independently complete each level of the four-level analysis. The unit aims to provide students with foundational grammar skills aligned to state standards.
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Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
ash edu 692 week 3 assignment analyzing cultural relevance in instruction,edu 692 week 3 discussion 1 creating an evaluation instrument for cultural relevance in the classroom,edu 692 week 3 discussion 2 equal versus equitable,ash edu 692 week 3,edu 692 week 3,edu 692 week 3 cinematography and editing options,ash edu 692 week 3 tutorial,ash edu 692 week 3 assignment,ash edu 692 week 3 help
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Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
Ashford edu 692 week 3 assignment analyzing cultural relevance in instruction
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Documentary analysis
The documentary analyzes the opening sequence of an SAS survival training documentary. Through its use of mise-en-scene and editing, the sequence portrays the SAS soldiers as undergoing intense and difficult training, experiencing harsh and uncomfortable conditions as they prepare to take on dangerous missions requiring split-second reactions. The documentary aims to show viewers the extreme lengths that SAS members go to and the serious and professional nature of their roles protecting national security.
Collection of data
This document discusses various methods for collecting data for research studies, including documentary sources, field sources, and experimental methods. Documentary sources provide detailed, accurate, and reliable data through published and unpublished reports from primary or secondary sources. Field sources involve collecting data directly from individuals through interviewing or questionnaires. Interviewing allows for consistent data but is time-consuming, while questionnaires are inexpensive but have low response rates. Experimental methods determine cause-and-effect relationships and are used in scientific inquiries. The document also provides formulas for calculating sample sizes from populations with given margin of errors.
Genre analysis
Documentaries present factual information about real events or important topics using actual footage, reconstructions, voiceovers, and interviews. John Grierson coined the term "documentary" in 1926 to describe the creative treatment of actuality. There are five main elements of a documentary: observation, interviews, mise-en-scene, exposition, and dramatization. Interviews are particularly important as they provide opinions and views to give context to the events depicted.
What is a documentary
Documentary films document aspects of reality for the purposes of education and preserving history. They were originally shot on film but now can also be video or digital. Documentaries commonly use narration to explain events, interviews with subjects, and footage that illustrates what is being discussed through narration or interviews.
Interviewing
This document discusses different types of interviews used in qualitative research. It describes structured interviews as having explicit research goals and questions similar to a survey, while unstructured interviews have an implicit agenda and emergent questions. Key procedures for interviews include establishing trust, getting permission to record, ensuring confidentiality, and starting with non-threatening questions. Interview questions can vary in their degree of focus, open-endedness, and type of information sought, from descriptive to clarification. The goal is to exchange information through questions and answers to jointly construct meaning on a topic.
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This document summarizes different types of interviews that can be used in qualitative research. It discusses structured interviews, which have explicit research goals and questions similar to a survey, and unstructured interviews, which have a more implicit research agenda and allow questions to emerge from the conversation. It also provides guidance on establishing relationships with interview subjects, using an interview schedule or guide, and asking different types of open-ended or closed questions. The purpose of interviews is to understand the interviewee's perspective and jointly construct meaning about the research topic.
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This document provides an overview of focus group discussions (FGDs) as a qualitative research method. It defines FGDs as informal group discussions about topics relevant to a research situation. The document discusses how FGDs fit into non-positivistic research design and qualitative data collection strategies. It outlines key features of FGDs such as their structured or unstructured nature, use of a moderator, group size of 6-8 people, and ability to generate in-depth discussion. The document also notes some criticisms of FGDs and provides two examples of FGD experiences in graduate research.
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This document discusses various data collection methods used in research, including observation, interviews, focus groups, and projective techniques. It provides details on each method, such as how to conduct interviews and focus groups, the advantages and disadvantages of each approach, and examples of projective techniques like word association tests. The document aims to explain the appropriate use of both qualitative and quantitative data collection methods in social science research.
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- 1. BIR6024 QUALITATIVE RESEARCH AND APPROACHES A STUDY ONTHE USE OF DOCUMENTARY VIDEOTO DEVELOP CONTENT IN ESLWRITING BY: NURSHAMSINAR RAMLI
- 2. Introduction According to Erben, Ban, and Castaneda (2009), there are various technologies and software programs regularly used in the classroom for all students that can also specifically aid English language learners. For example, using audio-visual materials in the classroom to teach writing component.
- 3. Background of study Writing displays the writers’ thoughts and provides evidence of learning. The act of writing helps the writers to form and clarify thoughts and to engage in higher-level cognitive processes. Many ways that teachers can do to enhance content development in ESL writing among students.
- 4. Problem statement Problem arose when students cannot develop ideas due to lack of the content and familiarity with the topic. They might also have no personal experiences on a specific topic in their daily life, students will have problems to come out with exciting ideas in their ESL writing.
- 5. Developing content is not as easy as delivering them into words. The formation of ideas takes sometimes to be evolved as the writer needs to really select the best content that suits the topic, at the same time convey the meaning of the information or message. (Muschla, 2007)
- 6. Purpose of study The study will be conducted in order to meet three main objectives. 1st objective is to find out students’ views towards learning to write essay by using documentary video as stimulus. 2nd objective is to identify the effectiveness of using documentary video for content development in ESL writing.
- 7. 3rd objective is to investigate the difference in scores between the pre-test and the post-test in developing ideas as to perform writing tasks.
- 8. Research questions Research Qs. Instrument Data 1. What are students’ views towards learning to write essay by using documentary video as stimulus? Semi-structured interview Qualitative 2. Does the use of documentary video help students to develop more content for their essay writing? Writing tests Quantitative 3. Is there any difference in the score of both writing tasks between the pre-test and the post-test after watching documentary video? Writing tests Quantitative
- 9. Research method This study combines the two research types which are quantitative and qualitative. It engages with two research methods; semi-structured interview and experimental mode as the procedures for this study.
- 10. Semi-structured interview involves a list of questions but there is scope for the participants to raise issues that the researcher has not anticipated (Braun&Clarke, 2013) Experiment mode is carried out through two writing tasks; pre-test and post-test.
- 11. Participants Two groups of thirty diploma level students are the subjects in this study. From the same course which is Intermediate English. They are equally divided into two groups namely the control group and the experimental group.
- 12. Procedure Starts with the pre-test and the post-test then followed by the face-to-face semi-structured interview session with the participants.
- 14. Interview questions 1. How do you learn to write an essay in your ESL classroom before? 2. Is there any problem that you faced in writing an essay? If yes, please tell me more about it. 3. What is your opinion about using documentary videos as the stimulus for your writing tasks? 4. Does it helps you in any ways for your ESL writing? 5. Do you have any questions to ask me or suggestions that you would like to give?
- 15. Data collection Result of the writing tests for both groups from both tests. The marking scheme for the writing tests is adapted from a scheme designed by Baig and Wilhelm (2004). Transcribing and analyzing the interview data.
- 16. Appendices
- 17. Thank you…