This research proposal aims to investigate the failure rate of students in the English VII level of the English Language major at the University of Quintana Roo. The researcher plans to analyze students' grades in reading, listening, and language use skills over the course of the semester. Surveys and interviews with students and their teacher will provide data on factors that could influence students' performance such as confidence, beliefs, investment, and the Cambridge English Advanced (CAE) exam format used for grading. The results seek to identify problems and solutions to help improve outcomes for English VII students.
The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...AJSERJournal
In recent years, role-play activities have been widely used in the ESL/EFL classroom as an effective
teaching method. This research paper aimed to investigate how group work role play activities can produce effect on
students’ accuracy in speaking skill as well as how students get involved in the activities at Dong Nai Technology
University. The experiment lasted in eight weeks and about fifteen students took part in this project. Oral tests were
designed at the end of the experiment to measure students’ improvement. In addition, three research methods
employed in my research were observation, semi-structured group interview and students’ diaries in order to perfectly
understand how group work role play activities affected the participants and their attitude toward role play. The
research paper came up with a positive result that all students participated in the activities and generated strong
motivation in the classroom. As the research observed, the lessons with role play seem to be more interesting and
attractive. In the contrast, an unexpected outcome was that role play could help improve students’ fluency but not
accuracy. This paper points out both strong and weak aspects of using group work role play in improving students’
accuracy in speaking English. Based on the principal findings, conducting this research greatly affects our future
practice as teachers. We believe that this research can help us respond to new challenges and become a better
practitioner. As a consequence, this process would make tremendous impacts on our future practice
2019 Teachers Helping Teachers (THT) conference in Kyrgyzstan, Sept., 2019.
SQ4R is a reading comprehension method named for its steps: survey, question, read, record, recite, and review. The first version of the method was introduced by American education philosopher Francis P. Robinson in his 1946 book Effective Study, and has been expanded upon, altered, and adapted for different purposes by other scholars and practitioners over the years. The strategy is particularly effective for L1 students who have difficulty learning when reading, and for L2 learners in CBI (Content Based Instruction) or CLIL (Content and Integrated Language Learning) settings. This presentation explained the steps of SQ4R and the method’s benefits and drawbacks. Participants were challenged to try the method themselves. They were encouraged to reflect on how SQ4R relates to the way they currently teach reading, and how they could teach the system to their own students.
The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...AJSERJournal
In recent years, role-play activities have been widely used in the ESL/EFL classroom as an effective
teaching method. This research paper aimed to investigate how group work role play activities can produce effect on
students’ accuracy in speaking skill as well as how students get involved in the activities at Dong Nai Technology
University. The experiment lasted in eight weeks and about fifteen students took part in this project. Oral tests were
designed at the end of the experiment to measure students’ improvement. In addition, three research methods
employed in my research were observation, semi-structured group interview and students’ diaries in order to perfectly
understand how group work role play activities affected the participants and their attitude toward role play. The
research paper came up with a positive result that all students participated in the activities and generated strong
motivation in the classroom. As the research observed, the lessons with role play seem to be more interesting and
attractive. In the contrast, an unexpected outcome was that role play could help improve students’ fluency but not
accuracy. This paper points out both strong and weak aspects of using group work role play in improving students’
accuracy in speaking English. Based on the principal findings, conducting this research greatly affects our future
practice as teachers. We believe that this research can help us respond to new challenges and become a better
practitioner. As a consequence, this process would make tremendous impacts on our future practice
2019 Teachers Helping Teachers (THT) conference in Kyrgyzstan, Sept., 2019.
SQ4R is a reading comprehension method named for its steps: survey, question, read, record, recite, and review. The first version of the method was introduced by American education philosopher Francis P. Robinson in his 1946 book Effective Study, and has been expanded upon, altered, and adapted for different purposes by other scholars and practitioners over the years. The strategy is particularly effective for L1 students who have difficulty learning when reading, and for L2 learners in CBI (Content Based Instruction) or CLIL (Content and Integrated Language Learning) settings. This presentation explained the steps of SQ4R and the method’s benefits and drawbacks. Participants were challenged to try the method themselves. They were encouraged to reflect on how SQ4R relates to the way they currently teach reading, and how they could teach the system to their own students.
(Ms. Word) EXPLORING STUDENTS' PROBLEM IN APPLYING FULL ENGLISH SPEAKING AREA...SMP NEGERI 4 SANANA
He researched about English speaking area at English study program of Khairun university but this research report has not been completed to become a thesis yet . It is on the process.
This was one of the Power Point Presentations used at the August 2010 English A CESEC workshop I facilitated in Belize City to an audience of over fifty-five teachers.
FACTORS AFFECTING STUDENTS’ LOW COMPETENCE IN READING ENGLISH AT PRIMARY LEVE...ijejournal
Language learning has four basic skills: listening, reading, speaking and writing. Reading skill is the most important skill and valuable for effective learning process. Poor reading skill affects all other skills related to the process of language learning. English language has become an international language and proficiency in all the language skills has become the symbol of success. Students in Pakistan are facing many problems in reading English. The main focus of this paper is to explore the factors affecting students’ low competence in reading English at primary level in Pakistan. The data were collected from government primary schools from the surrounding area of Khudian Khas Kasur. Questionnaires were used to collect data. Few subject experts English were also interviewed. On the basis of the research some recommendations have been made. The present study will help the learners to eradicate their issues in improving their reading skill.
(Ms. Word) EXPLORING STUDENTS' PROBLEM IN APPLYING FULL ENGLISH SPEAKING AREA...SMP NEGERI 4 SANANA
He researched about English speaking area at English study program of Khairun university but this research report has not been completed to become a thesis yet . It is on the process.
This was one of the Power Point Presentations used at the August 2010 English A CESEC workshop I facilitated in Belize City to an audience of over fifty-five teachers.
FACTORS AFFECTING STUDENTS’ LOW COMPETENCE IN READING ENGLISH AT PRIMARY LEVE...ijejournal
Language learning has four basic skills: listening, reading, speaking and writing. Reading skill is the most important skill and valuable for effective learning process. Poor reading skill affects all other skills related to the process of language learning. English language has become an international language and proficiency in all the language skills has become the symbol of success. Students in Pakistan are facing many problems in reading English. The main focus of this paper is to explore the factors affecting students’ low competence in reading English at primary level in Pakistan. The data were collected from government primary schools from the surrounding area of Khudian Khas Kasur. Questionnaires were used to collect data. Few subject experts English were also interviewed. On the basis of the research some recommendations have been made. The present study will help the learners to eradicate their issues in improving their reading skill.
CLINICAL FIELD EXPERIENCEELL INSTRUCTOR INTERVIEWLILIANA .docxbartholomeocoombs
CLINICAL FIELD EXPERIENCE:
ELL INSTRUCTOR INTERVIEW
LILIANA ACEVEDO
1
2
I interviewed professor Aziz Benmimoun from public school PS 721q.
1. What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
Language performance deficiency is often misunderstood and many ELL's are being referred for special need. Exceptional students usually exhibit behavioral as well as learning disabilities.
4
2. How do informal and formal assessment results factor into placement?
Data is key in formal assessments, especially data that supports the inferences that were made from the exam. The data is computed prior to summarization.
3. what role do parents and teachers have in placement?
Parents are crucial members of the team because because they have first hand knowledge of their childs strengths and needs. Parents have the right to be involved in the meetings and the IEP process.
4. what are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
Underachievement is usually viewed as a student being below average. Every student is different and factors will be based as such.
5. How are changes among individual ELL proficiency levels over the course of the school yearaccounted for?
Over the course of the school year, the students proficiency levels tend to progress from the speaking, reading and listening before achieving proficiency in writing. The trend is that writing is the last and most difficult skill an ELL student masters before becoming proficient in the L2.
6. How are diagnostic, formative, and summartive assessments integrated for Ells in the mainstream classrooms?
Assessments in all forms are essential in designing coherent instruction. Without ongoing assessments, the instructor will not be able to diagnose therefore meet the needs of his students.
7. What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an anditional language?
Small group instructions is at most benefit to students regardless of language proficiency, as instruction is tailored to each students needs.
How does the assessment and placement process in your state facilitate achievement among ELLs?
In New York, the New York State Identification Test for English Language Learners (NYSITELL) is the only assessment instrument for measuring the English language proficiency of a student who may be an ELL. The results of this test are used to determine the type of instructional program into which the student must be placed.
Comparison of the use of the AZELLA to the assessment and placement process in New York.
The AZELLA is used for placement and reassessment purposes for students who are identified as a second language learner. Unlike New York, students who are set into an English language learner program will take the AZELLA reassessment once a year until a.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
An Investigation into the Effect of Matching Exercises on the 10th form Stude...HanaTiti
An Investigation into the Effect of Matching Exercises on the 10th form Students’ Vocabulary Improvements at Dinh Tien Hoang High School in Ninh Binh City.pdf
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Tesis sergio rejon
1. RESEARCH PROPOSAL
THESIS
ENGLISH LANGUAGE PROGRAMME
Researcher’s name:
Sergio Humberto Rejón Xinastle
Working Title:
Students’ development in the comprehensive skills at
English VII in the English Language major at Uqroo and
some students’ assumptions of them.
Nature of Research: Descriptive Research
Date: November 12th, 2013
2.
In this research I will look for the rate of students’
failure at the English VII level of the English language
Major. I will set the percentage of the failures and will
have a over look of the factors that may affect the
well development of the students at this level, these
will be; the test used to grade the level (CAE),
students’ overconfidence, beliefs and investment
toward the subject and the language itself. I will apply
my instruments in the English VII group in the
morning 8th semester 2014, and with the coordination
of the teacher in charge of the group to have access to
tests and grades.
4. During the last few years in the English language
major at the University of Quintana Roo in which
I have been a student, I have noticed and
experienced that in the seventh semester of the
major there is a decrease on the performance of
students toward the comprehensive skill (the
ones that required to mull over which are;
listening, reading and use of English) in
comparison with their previous English levels of
the major. This means that there is an increased
number of students who are about to flunk
which make them lose a year of their major.
5. The
objective of this thesis is to prove if
students at the seventh level of the English as
a second language major fail in the English
language skills, which are mentioned above.
Also this thesis will show the different
contrasts among each skill and compare
them in order to see clearer the academic
progress of the students of English VII.
6.
RQ 1.-What percent of students in the English VII level in the
English language major at Uqroo tend to fail the English language
skills such as reading, listening and use of Language?
RQ 2.-Does the CAE format affect the students performance in
the different skills mentioned?
RQ 3.-Do students feel overconfident in their performances in the
language skills and this causes them not to improve the language?
RQ 4.-Do students believe that what is taught in their English
classrooms is enough and they do not study by themselves to
improve their English level?
RQ 5.-Does students’ investment affect in their performance in the
English field?
RQ 6.- do the different factors influence in students’ second
language learning process, which are age, attitude, motivation,
personality, cognitive style and beliefs?
7.
This work attempts to improve the performance of
students of English language major. This can be done by
answering the research questions and letting to other
researchers interested in finding possible problems and
solutions of why students have a low performance in
English VII and with this teachers and students would be
able to focus on the problems and solutions to avoid this
situation. Also it can be demonstrated some assumptions
that students might have through this experience and
explain them for further research and help researchers
convey what they can discover. My intention is to show
what is noticed at first hand by then have evidence that
may be taken by others researchers or even I may
continue on this research work.
8. In order to do this paper research, I would like to point out some
information related to my topic and I have to say that it was quite
difficult to find research papers that fit exactly in my topic;
however, I could find some of them that in somehow it had to do
with my topic in certain point. My findings are related in the
English as a second language, why students decided to enroll in an
English course, problems with students of ESL, student’s desertion
and some data about the skills involved in the research.
English as a foreign language: "Standards, Codification and
Sociolinguistic Realism: The English Language in the Outer Circle"
(Braj Kachru 1985). It is the outer-circle that we as a non-English
speaker expands and the more expanded it is, the more
knowledge of English we have. But if we put the finger on that
circle, we can notice that also it can close it instead of expand it
and here it is where students are facing problems to keep on
learning.
9.
Different factors influence in students’ second language learning process, some of them are age,
attitude, motivation, personality, cognitive style and beliefs that can predict the success or failure
students will have in their language learning. (Ellis, 1985). In this research I consider these factors
as one of the possible problems for ESL students supporting my hypothesis that indeed students
tend to fail the comprehensive skills in English VII level.
The main goal of English as a second language is to be enough competent to communicate and
interact in the target language. Like in others teaching fields, students just focus on the grade
rather than the real acquisition of knowledge and a good proficiency. But focusing on the English
language teaching and moreover English as a second language teaching in the English Language
major it is noticed that students face problems when trying to learn English.
An English course is designed for English language learning, focusing on reading, writing,
speaking, and listening skills, meanwhile in the English language major at the University of
Quintana Roo is expected to increase knowledge of English class by class, semester by semester
with the same line of any other English course but the main goal is to design and proofread lesson
plan as well as the materials and supportive ways appropriate to the objectives and needs of a
particular course, do educational, methodological and linguistic research in order to improve the
teaching, Plan de Estudios de la Licenciatura Lengua Inglesa at the UQROO1995. But sometimes
we see that what is expected is not really what we have at the end of the course or even during
the major.
10. I
have to say that the Plan de Estudios de la
Linceciatura Lengua Inglesa de la Universidad de
Quintana Roo 1995 that is available on the
University of Quintana Roo official web page
lacks in current data and therefore an updated
on it is required. In the section Asignturas de
Concentración Profecional the last two English
levels of the major do not mention that in those
levels the goal is to prepare students for the
Cambridge test CAE and not what it is
mentioned in those levels.
11.
ACPLE-112 Idioma inglés VI Créditos: 12
Desarrollo de las habilidades de comprensión auditiva, expresión
oral, comprensión de lectura y expresión escrita a un nivel avanzado
enfocado al examen Cambridge First Certificate.
Requisito: ACPLE-111
ACPLE-113 Idioma inglés VII Créditos: 6
Aplicación de lo aprendido en los semestres anteriores en el
desarrollo de las cuatro habilidades para alcanzar fluidez y precisión.
Requisito: ACPLE-112
ACPLE-114 Idioma inglés VIII Créditos: 6
Continuación y ampliación de la asignatura Idioma Inglés VII.
Requisito: ACPLE-113
Section taken from Plan de Estudios de la Licenciatura Lengua
Inglesa en la UQROO Asignaturas de Concentración Profecional
pag. 24
12. In
this research I am going to base my results
instruments which are surveys, open
interviews. I will have to have access of the
grades of the students during the semester,
and at the end I will analyze them in a table to
measure and compare them and verify if they
fail or not in the skills I considered for this
research.
13. For the participants I do not have exactly the number nor any
specific of them because the ones who are going to take English
VII are currently in the English VI. They are 20 students so
tentatively around 20 are going to join to English VII. In English
language major as in other majors there are subjects which are
serial, this means that if you fail one of those subjects you will not
be able to take the next, you will be able to take it only if you past
the previous one. English subject VII is very important for students
since in this subject they start preparing for the CAE format and
also help them to know what they are going to teach and improve
their skills and knowledge of English. This subject does not teach
anything related to the teaching area.
The participants of my research will be the students who enroll in
the English VII.
14.
The data of this research will be collected through surveys and open interviews that will be
answered by the students and the teacher of the English VII subject. It should be noted
however that the open interviews are going to be only for ten students, these interviews will be
randomly. In these ones students will have to talk about their feelings about the subject, if they
feel if having the format CAE for grading the subject is good or not. Say what skills have been
the most difficult and why, also if they feel that the subject helps in their motivation as future
English teachers. For the teacher she/he will have to say if he/she prepares specific material for
the class, if he/she focuses on a certain book, if he/she focuses as equal in all the skills and what
does he/she feel of having the format CAE for grading the subject is ok.
The surveys I want to apply will ask for information related to how has been their performance
only in the English subject during the whole major until English VII, will ask for stating the
grades they have had in reading, listening and use of language, also will ask for specific things
such as gender, age and if they took or take private English classes and in which level of
English they consider themselves to be in. Generally speaking, these are the main aspect I
want to take into account in the survey.
Finally, in this research, when I say that I will have access to the grades of the students I mean
that I will tell the teacher in charge of the subject what I am doing on my thesis and that I will
need the grades of the tests she/he will do to copy and analyze them. This will be the key of my
research.
15. My research will be based on the students enrol in the English VII
subject of the major and see if they have a low performance in the
abilities mentioned above. The teacher in charge of the subject
will be the one who help me to give the grades they will be having
during the semester until the end. Also the open interviews will be
used for better explanation and feeling about the subject and
moreover about the format CAE that is used to grade the subject.
The open interviews will be only for ten students enrol in the
English VII and they will be selected randomly. And the surveys
will be used for better view of the student’s thoughts and feeling
about the subject and the major in some aspects.
The open interviews and surveys will be apply at the beginning of
the course and I will be working with the information from those
instruments and having updated information with the tests during
the semester.
16. In
an attempt to answer the research questions I
will make use of surveys, open interviews and
the access to the tests and grades of the
students. Also with the help of my supervisor I
will have access to their previous English courses
and their grades. All the information will be
analyze by then put it in a graph for better
comprehension. Besides this I will use
descriptive statics such as frequencies, central
tendencies and variabilities.
17.
Hubpages (2013), teaching ESL: ten common problems in the classroom. http://hubpages.com/hub/Teaching-ESL-10-Common-ClassroomProblems-and-Solutions
Velasquez Jose Manuel, University de Santiago de Compostela. http://cvc.cervantes.es/literatura/cauce/pdf/cauce25/cauce25_02.pdf
Cambridge University Press (2013), Objective Tests. http://www.cambridge.org/gb/elt/catalogue/subject/project/custom/item3829641/ConnectObjective-Tests/?site_locale=en_GB¤tSubjectID=382416
Dan Russell, The American Psychological Associationn, inc. (1962) the casual dimension scale: a measure of how individuals perceive causes.
http://www.epl.illinois.edu/files/images/measures/CDSII_article.pdf
Pei-hsuan Hsieh, (2004). How college students explain their grades in a foreign language course: the interrelationship of attributions, self efficacy,
language learning beliefs and achievement. http://repositories.lib.utexas.edu/bitstream/handle/2152/1332/hsiehp28671.pdf
Hashemi Reza Mohammad, Academic publisher (2006-2012), learners “attributional beliefs in success or failure and their
http://ojs.academypublisher.com/index.php/tpls/article/view/0108954960
Bratt Christina, Newton Mary, Bruder, Paulston. Teaching English as a second language: techniques and procedures.
Ed.gov.http://eric.ed.gov/?id=ED153499
Universidad de Quintana Roo División de Ciencias Políticas y Humanidades. Licenciatura en lengua inglesa,modificaciones al plan de estudios 1995.
http://www.uqroo.mx/carreras/pdf/planestudios_LI_19952.pdf
Anderson Richard and the Commission of Reading, reading Definition (2002) http://lrs.ed.uiuc.edu/students/jblanton/read/readingdef.htm
Nordquist Richard, listening, Sheila Steinberg, An Introduction to Communication Studies. Juta and Company Ltd.,(2007).
http://grammar.about.com/od/il/g/listeningterm.htm
Steinberg Sheila (2007) an introduction to communication studies. http://books.google.com.mx/books?
id=g8GRgXYeo_kC&printsec=frontcover&hl=es&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false