William J. Peters' Dissertation Defense.pptx
•Download as PPTX, PDF•
0 likes•11 views
Today, I successfully defended my Doctoral dissertation. Topic - A Cross-Cultural Teaching Model’s Impact on Post-Secondary South Korean Pre-Service Teachers’ Perceptions Toward Cross-Cultural World-Mindedness
Recommended
Recommended
More Related Content
Similar to William J. Peters' Dissertation Defense.pptx
Similar to William J. Peters' Dissertation Defense.pptx (20)
More from William J. Peters, Ed.D., MBA
More from William J. Peters, Ed.D., MBA (10)
Recently uploaded
Recently uploaded (20)
William J. Peters' Dissertation Defense.pptx
- 1. Copyright September 2022 William J. Peters All Rights Reserved
- 2. Presentation Overview Copyright September 2022 William J. Peters All Rights Reserved 2 1 Statements of Problem and Purpose 2 Theoretical and Conceptual Frameworks 3 Key Themes 4 Assumptions, Limitations, and Delimitations 5 Design and Methodology 6 Data Collection and Analysis 7 Analysis and Interpretation 8 Quantitative RQs and Findings 9 Qualitative RQs and Findings 10 Conclusions and Implications 11 Future Recommendations 12 Major References
- 3. Statement of the Problem Copyright September 2022 William J. Peters All Rights Reserved Textbooks not focusing on integrating EIU, WEs, ME into English teaching Yim, 2007 Phillipson, 2016 Gap in the Curriculum Brown, 1993 Lee, 2009 Lee, 2016 3
- 4. Statement of the Purpose Copyright September 2022 William J. Peters All Rights Reserved Broaden pre-service teachers' cross- cultural world mindedness Kirkpatrick, 2007 Few teaching materials provide framework for EIU, ME, WEs Training Model CCTM Curriculum – CCI Manual 4
- 5. Theoretical Foundation Copyright September 2022 William J. Peters All Rights Reserved 5 Intercultural Competence Theory Spitzberg & Chagnon, 2009 Inclusion of EIU, ME, WEs into English Language Teaching to Enhance Intercultural Competence Conceptual Framework: CCI Manual Integrating EIU, ME, and WEs Ahn, 2009
- 6. Review of Literature – Key Themes Copyright September 2022 William J. Peters All Rights Reserved 6 Multicultural Education Movement Theme 2 Theme 3 Theme 4 Theme 5 Effects of Global Education Theme 1 Impact of Linguistic Cultural Imperialism English Education in Korea Impact of Globalization
- 7. Assumptions Copyright September 2022 William J. Peters All Rights Reserved 7 1. Accurately Honestly 2. Relevant Feedback 3. Limited Experience 4. Experience Disconnect
- 8. Small Sample Size One Department One University Longer Investigation Period Limitations 8 Copyright September 2022 William J. Peters All Rights Reserved
- 9. Delimitations Copyright September 2022 William J. Peters All Rights Reserved 9 1 • Cross-Cultural World-Mindedness Scale 2 • Mixed Level Research From One University 3 • Twice A Week - 50 Minutes Each D D D D D
- 10. Participants and Setting Copyright September 2022 William J. Peters All Rights Reserved 10 Characteristics Experimental Control Preservice Teachers 36 32 Korean 36 32 Freshmen 29 26 Sophomores 7 6 Convenience Sample Setting Private University in Korea Timeframe 15 Weeks / 30 Classroom Sessions
- 11. Research Design and Methodology Copyright September 2022 William J. Peters All Rights Reserved -Action Research -Mixed Methods -Convergent Parallel Design EIU, ME, WEs 11
- 12. • Cross-Cultural World-Mindedness Scale: Experimental and Control Groups • Cross Cultural Instructional Manual: Experimental Group • Cross-Cultural World- Mindedness Scale: Experimental and Control Groups • Cross Cultural Instructional Manual: Experimental Group Field Notes: Experimental Group Unit Reflections: Experimental Group Cross Cultural Instructional Manual – Eight Open-ended Post Questions: Experimental Group Data Collection Copyright September 2022 William J. Peters All Rights Reserved 12
- 13. Data Analysis and Interpretation 13 Quantitative Data Questionnaire Construction SPSS Assessing Initial Differences T-Tests Qualitative Data Thematic data analysis-coded with positive, neutral, and negative themes Namey et al., 2008 Copyright September 2022 William J. Peters All Rights Reserved
- 14. Quantitative RQ 1 and Findings Copyright September 2022 William J. Peters All Rights Reserved 14 What significant impact will the Cross-Cultural Teaching Model have on pre-service teachers’ perceptions toward global identity as measured by the Cross-Cultural World Mindedness Scale? High P-values: Sample consistent with null hypothesis Low P-values: Sample not consistent with null hypothesis RQ 1 t test p ≤ .001
- 15. Quantitative RQ 1 and Findings Statement Pre/Post M SD Mean Differences t p 5 Races Pre Post 3.56 4.19 0.23 0.69 -0.63 5.19 <.001 10 Races Pre Post 2.20 2.41 0.41 0.86 -0.21 12.5 <.001 12 Governments Pre Post 3.05 4.52 0.98 1.25 -1.47 5.55 <.001 16 Wealth Pre Post 2.13 2.83 0.20 0.5 -0.7 7.79 <.001 17 Technologies Pre Post 2.11 3.41 1.01 1.03 -1.3 5.40 <.001 20 International Cooperative Pre Post 3.20 4.30 0.38 0.77 1.36 7.69 <.001 21 Rich Nations Pre Post 3.11 3.66 0.32 0.74 -0.55 4.09 <.001 22 Technologies Pre Post 3.01 4.41 0.09 0.75 -1.4 11.1 <.001 23 Wealth Pre Post 2.87 3.91 0.52 0.72 -1.04 7.02 <.001 25 Innovation Pre Post 3.34 4.08 0.23 0.89 -0.74 4.83 <.001 15 Copyright September 2022 William J. Peters All Rights Reserved
- 16. Null Hypothesis 1 Copyright September 2022 William J. Peters All Rights Reserved 16 01 The Cross-Cultural Teaching Model will have no significant impact on perceptions toward global identity as measured by the Cross- Cultural World Mindedness Scale.
- 17. Quantitative RQ 2 and Findings Copyright September 2022 William J. Peters All Rights Reserved 17 What significant impact will the Cross-Cultural Teaching Model have on the experimental group’s perceptions toward global identity as measured by the CCI Manual Pre- and Post-Survey? Our country should have the right to prohibit certain racial and religious groups from entering to live. The complexity and challenges associated with global issues help me acquire knowledge and experience showed. I believe that it is necessary to learn human rights, and justice issues within ESL class indicated an insignificant. I believe that it is necessary to incorporate global education into English language teaching.
- 18. Null Hypothesis 2 Copyright September 2022 William J. Peters All Rights Reserved 18 01 The Cross-Cultural Teaching Model will have no significant impact on the experimental group’s perceptions toward global understanding as measured by the CCI Manual Pre- and Post-Survey.
- 19. Quantitative RQ 3 and Findings What significant impact will the Cross-Cultural Teaching Model have on experimental group’s perceptions toward English as an International Language and World Englishes as measured by the CCI Manual Pre- and Post-Survey? Statement Pre/Post M SD Mean Differences t p 3: EIU Pre Post 4.01 3.19 1.78 1.55 0.02 2.08 .040 7: Global Issues Pre Post 4.84 4.05 1.70 1.56 0.12 2.05 .043 9: Other Englishes are Normal Pre Post 4.59 3.98 .390 .492 0.61 5.82 .001 11: CCI Manual raised my Cross- Cultural World- Mindedness and International Understanding Pre Post 2.43 3.90 2.84 1.67 0.14 2.67 .009 19 Copyright September 2022 William J. Peters All Rights Reserved
- 20. Null Hypothesis 3 Copyright September 2022 William J. Peters All Rights Reserved 20 01 The Cross-Cultural Teaching Model will have no significant impact on the experimental group’s perceptions toward English as an International Language and World Englishes as measured by the CCI Manual Pre- and Post-Survey.
- 21. Qualitative RQ 1 and Findings Copyright September 2022 William J. Peters All Rights Reserved 21 How did the Cross-Cultural Teaching Model impact pre-service teachers’ understanding of the course content? Experimental Group Participants 36 Pre Theme 1: American English is the English needed to succeed in school and life. Post I now understand that American English is not the only English, and that we should respect all Englishes as being equal. Pre American English is the only English that is necessary to learn, we need American English to pass our school exams.
- 22. Qualitative RQ 1 and Findings Experimental Group Participants 36 22 Copyright September 2022 William J. Peters All Rights Reserved understanding
- 23. Qualitative RQ 1 and Findings Copyright September 2022 William J. Peters All Rights Reserved 23 How did the Cross-Cultural Teaching Model impact pre-service teachers’ understanding of the course content? Experimental Group Participants 36 Theme 3: Human rights are important. Post I now realize that there are human rights issues may be in Korea and that there are still rights of humans that need to be helped in our world today. Pre While human rights are important there are no problems with rights of humans in Korea, and the world knows how to take care of human rights, so there is no problem today like in the past.
- 24. Qualitative RQ 2 and Findings Copyright September 2022 William J. Peters All Rights Reserved 24 How will the experimental group’s perceptions change regarding Cross-Cultural World-Mindedness after participating in the Cross- Cultural Teaching Model? Experimental Group Pre- and Post-Training Perceptions Post-Training Response P1: Teacher I really enjoyed learning about different world Englishes. World Englishes was interesting. Learning more about why native vs. nonnative varieties of English would have been helpful. I also understand that American English is not the only standard English in the world. Pre-Training Response P1: I don’t really understand what are World Englishes. American English is the standard English that we need to secure a good job. I think it will be a little difficult for me.
- 25. Qualitative RQ 2 and Findings Copyright September 2022 William J. Peters All Rights Reserved 25 How will the experimental group’s perceptions change regarding Cross-Cultural World-Mindedness after participating in the Cross- Cultural Teaching Model? Experimental Group Pre- and Post-Training Perceptions Post-Training Response P2: We now know the that the world has many different world Englishes other than American English. This is very important as students need to recognize other Englishes that are in the world. Pre-Training Response P2: I do not know all the many different ways that people over the world use Englishes.
- 26. Copyright September 2022 William J. Peters All Rights Reserved 26 How will the experimental group’s perceptions change regarding Cross-Cultural World-Mindedness after participating in the Cross- Cultural Teaching Model? Pre-Training Response Post-Training Response P3: Global issue are things like environment and government, and poor people. Korea does not have many global issues, I think. P3: I was surprised that child labor still exists in this world. I guess I understand that but didn’t think about it. I like the rice vocabulary website to help feed people. I also came to understand that Korea also has some of these global issues that we need to fix. Experimental Group Pre- and Post-Training Perceptions Qualitative RQ 2 and Findings
- 27. Conclusions Copyright September 2022 William J. Peters All Rights Reserved 27 Theory of Intercultural Competence Impact of CCI Manual Usage of WEs American English
- 28. Implications Copyright September 2022 William J. Peters All Rights Reserved 28 Reduction in fear associated with speaking in class WEs, ME, EIU integrated into teaching 01 School administrators implement CCTM on budget. 03 02 Developed sense of intercultural competence, global education 04
- 29. Recommendations Copyright September 2022 William J. Peters All Rights Reserved 29 Future Research • Longitudinal study with larger classes Practitioners • Understanding, appreciation of foreign cultures • Balanced perceptions of foreign cultures Policymakers • CCI Manual - important tool • English textbooks
- 30. Main References Copyright September 2022 William J. Peters All Rights Reserved 30 Ahn, J-H. (2009). English education in an era of globalization for a global citizenship: A framework for an ELT contents design. Modern English Society of Korea, 53(1), 305–328. Brown, H. D. (2007). Principles of language learning and teaching. New York, NY: Pearson Education. Karabetian, A. (1992). Cross-cultural Global-Mindedness and the nuclear threat: A multinational study. Journal of Social Behavior and Personality, 7(1), 293–308. Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press. Pennycook, A. (2007). ELT and colonialism. In Cummins J., Davison C. (eds). International Handbook of English Language Teaching. Springer International Handbooks of Education, vol 15. Boston, MA: Springer. Phillipson, R. (2016). Native speakers in linguistic imperialism. Journal for Critical Education Policy Studies, (14)3, 80–96. Spitzberg, B. H., & Chagnon, G. (2009). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The SAGE Handbook of Intercultural Competence (pp. 2–52). Thousand Oaks, CA: SAGE. Total References 176
- 31. 31 Copyright September 2022 William J. Peters All Rights Reserved
Editor's Notes
- Thank you for listening. I will now take questions.