Chapter 2 Research Outline

This is my very, very rough draft of this outline. I definitely plan on adding and changing it a great deal as I conduct more research while working on my APP. This is simply a starting point for me, one I can grow and improve upon. Here goes!

I. Review of Literature

1. Introduction

2. Intrinsic Motivation
A) historical viewpoints & earlier research
B) current practices/perspectives
C) intrinsic motivation in relation to ESL/ELL classrooms

3. Extrinsic Motivaton
A) historical viewpoints & earlier research
B) current practices/perspectives
C) extrinsic motivation in relation to ESL/ELL classrooms

4. Effective Motivational Strategies for ESL/ELL learners

SR 2 - Classroom/school ethnographies

The article I chose to read for my SR 2, unfortunately was very, very long. It was "Quit Talking and Learn English!": Conflicting Language Ideologies in an ESL Classroom" by Warren Olivo. Here are my responses to the questions:

1. The article presented the research data in the form of excerpts from interviews, surveys, and conversations that depict various levels of verbal interaction among students and between student and teachers. Proficiency in the target language can also be somewhat determined by viewing these excerpts.

2. I would label this study to be non-experimental only because it does not provide concrete data (by this I mean statistics, graphs, etc.), but rather pieces of dialogs. In a small way, however, I guess one could say this study is also slightly experimental (I wouldn't, but I could understand why someone might) in the way that research is being conducted and interviews/surveys are being conducted.

3. N/A

4. Yes, I think so. The researcher examines the relationship between theory and classroom practice. He uses observations and interviews to support the theoretical studies he quotes. I think these are valid measures to use when conducting research. If I were to interview my students and/or coworkers, I know I'd get valid results (if all the student participants took the interview or survey seriously, and not as a joke...hey, it's happened!) Plus, the author backs up his opinions and research by connecting it to research previously conducted by others.

5. The author/researcher used a variety of methods of gaining information or data:- researching previously conducted works- attending the school where the research was conducted on a daily basis for over a year- participant-observation in the ESL classroom- structured interviews with the ESL teacher and paras- open-ended and structured interviews with ESL students- about 45 hours of spontaneous interaction with ESL students, teacher, and paras- recorded interactions among ESL friendship groups in/outside the school or classroom setting

6. The researcher simply obtained permission from the Toronto Board of Education and the principal of the school, then began working with and observing the ESL teacher and his students.

7. Yes. The researcher goes into excellent detail about the demographics of the school district, the student poplution, and even more how the research was conducted. It was great! I really got a lot out of reading this article, even though it seemed to go on forever!

8. As far as I could tell, after reading the article twice, no significant changes were noted. Perhaps, though not evidenced in this article, the biggest change could come when the ESL teacher takes more into account that when students are interacting with each other in the target language, even if they are not completely "on task" with what the teacher has planned, they are in fact learning the target language. Modifications can/could be made, and some sort of reasonable compromise could be reached. Cultural differences/norms could be partly to blame for the problems and misunderstandings presented in the research.

9. I didn't see any personal critiques by the author/researcher in this article. He did summarize/conclude the article very nicely, by bringing all the points together and making future predictions based on the data gathered. The main point in this section of the conclusion seemed to be "...having a classroom environment that works to minimize opportunities for students to talk seems undesirable." In my opinion, the researcher simply presented some background information (previously conducted research), and then discussed his own research conducted at this school in Toronto. It was very well done.

10. I didn't see many flaws, though the article could've been condensed into a few less pages. I didn't feel that it was a "run on" or boring, though, which made the length of the article bearable. Another plus for me was that I saw ways to apply this article and the data collected to my own classroom environment, teaching Spanish. It appears to be very transferrable.

SR 1/Qualitative Action Research

The action research article I chose to analyze was "Action Research in the Classroom: Assisting a Linguistically Different Learner with Special Needs," by Sharon Faith Schoen and Alexis Ann Schoen. Here are my responses to the questions:

1. The purpose of the research conducted was to find ways to understand and improve a student's proficiency in English (Andy is an L2 learner, originally from Korea, with learning disabilities). Although examples of techniques tried and the steps taken during the research process are explained, no statistical data is included in the article.

2. The research is conducted, in this case, by a group of teachers (perhaps the two authors, the ESL/ELL teacher, and paraprofessionals, though the authors don't really come out and state who actually conducted the research).

3. The first step was framing the question, or deciding what issue or problem they wanted to research further. The second step was collecting the data needed, through interviews, investigating the Korean culture and the different students in the classroom, and also conducting a literature review for effective ESL strategies. The third step was to take action, based on the research conducted. For example, the "we" decided to introduce the entire class to the new strategies, instead of singling out Andy, though they did set aside some individual work time for him. Step four was a reflection process, in which both the researchers and Andy reflected on the progress made.

4. N/A, unless you count the literature review as consulting outside experts.

5. N/A

6. I think, after reading the article, that both were used. The sample is purposive because it relates to a specific group of students, zeroing in on Andy (he's the main "subject" of the research, though the strategies were used with the entire class). It's also a convenience sample because the researchers didn't have to go elsewhere to find a group of students...they were right there in the class with Andy.

7. Yes. The article/authors describe briefly, yet in excellent detail, the school, the student population, and this specific class that Andy is in.

8-9. The researchers/authors use group strategies to implement change in the classroom, and with Andy, but they don't explain why/how they chose these strategies nor what their expected outcome is. I feel that sufficient information is provided in the results section, though without any samples of classroom materials or "hard core" evidence isn't included, I have a hard time answering this part of the question. I do feel that the results given in the article are beneficial, however short and incomplete I feel they are.

10. At this time, I feel that the only real flaw in the article and/or research is the lack of including examples of what strategies were tried or classroom materials used. It would be nice to have a visual to go along with what the authors are describing, but also as ideas for future planning in my own classroom.

Motivation in the ESL Classroom (article by William T. Lile)

The article I read can be found at:
http://iteslj.org/Techniques/Lile-Motivation.html

This article was actually really great! The author's choice of wording made me feel smarted after I read the article, not more confused (which was a nice change lately!) It also was not an insult to what I've already read and know about the topic of motivation, again nice for readers. From the prompts for this discussion posting, I am almost certain that this article is a "review article." It, as evidenced in the bibliography, presents information gained through others' research, and serves as a kind of tutorial for those less knowledgeable about intrinsic and extrinsic motivation. Based on how the article was arranged, I found it to be a valuable resource as I begin the process of researching/writing my APP.

Chapter 4 discussion questions

Hello! Here are the two questions I'm choosing to respond to...sorry it's taken me so long to get this posted.

1. What are the 4 categories of features associated with good research?
- beginning and actually conducting the research
- the "guts," or internal workings of the research
- application of what you've learned through your research
- the ethnics of conducting research

8. What is triangulation? What are the 4 areas of research in which it takes place? What are the benefits?
- Triangulation is a word/term that describes a research process. The person conducting the research combines different types of data gathered in order to strengthen their own opinions/beliefs/data/teaching practices.
- combination of data sources, comparing personal accounts and research theory, utilizing multiple research methods, using multiple observers while conducting one's research
- I agree with what Rachael said when the benefits are obvious, as triangulation increases the validity, reliability, and objectivity of the research. As with any study, a wider base of study would only improve one's own mindset and broaden viewpoints of all persons involved. For example, if I were to read one person's APP (even if it's not a topic I'm personally interested in), I could try to find some way to apply what I've read to my own teaching practices, thus improving myself and possibly the education of my students, simply by keeping an open mind. This, in a way (though I'm sorry if this doesn't make sense how I'm wording it), relates to triangulation, because it serves to eliminate or at least reduce bias found in interviews/surveys and other types of research if the subjects of that research know the person conducting it. Also, it serves to eliminate or reduce the stress level among research subjects and administrators who feel that there will be some sort of ramifications of that research on their jobs or grades.

Chapter 2 discussion questions

1. I think that one of the main issues in my classroom that could be researched would be (which is also the topic of my APP) is motviation among students. I'm curious to know which kinds of motivation work best in a foreign language setting, since that's all I've taught since graduating in 2001. This research, in my case, could be implemented by surveys the students would fill out, by questionnaires the students would fill out at home with their parents/guardians and bring back, by conducting interviews or having conversations with my fellow teachers who share the same students that I have in my classroom...the list goes on and on. My only problem with those methods of research is the amount of time needed to not only implement them, but also to go over the results and decide on a course of action. I'm not sure if this research would change any policies, as I'm one of four Spanish teachers at my high school. It could, though, provoke some research or inquiries by my fellow Spanish teachers in order to see if a department policy needs to be changed, or maybe simply modified a little bit. I feel pretty comfortable voicing my opinions and sharing my ideas and the things I've learned in grad school with my colleagues, so I really can't begin to guess who would initiate the departmental changes. I suppose that would depend on who came up with the idea, or who began the research in their own classrooms (in this case, me!)
2. I'm not sure if it's the concept of conducting action research that's the issue, but the amount of time needed to conduct it. Research is very feasible in a high school classroom setting, and I'm sure the same is true at the university level. The only trick, then, is to incorporate the research with the content you are teaching, so as not to take away from what the students need and should be learning (think of the research as a supplement as opposed to postponing the regular lessons in order to conduct the research). As for whether or not this is an integral part of my professional environment, I'm honestly not sure. I've only been teaching in Albert Lea for about three weeks, so I'm not 100% used to everything here yet. I know that some teachers are working on their Master's degrees as well, so I assume their conducting some type of research (or reading the research previously conducted by others), but I don't know what their topics are or what point they're at in their graduate programs. Where these people are earning their degrees from is another factor to be considered, because there are different requirements from different universities.
3. At this time, I don't really consider myself to be a researcher, but I might by the time I finish my APP! However, there are some topics that I reflect on quite frequently as a high school Spanish teacher: pace of instruction, curriculum standards, motivation of my students (and myself!), my own professional development, the effects of stress and working on my Master's/additional teaching license while teaching full-time (I always, truly always, feel like I'm not 100% in either part of my life, since I feel torn between teaching and working towards my Master's).

Revised APP abstract

The purpose of this study and research is to compare different methods of motivating English as a Second Language/English Language Learner (ESL/ELL) students in a classroom setting.

Approximately 15-20 second language learners will be invited to participate in this study, after obtaining the approval of the Individual Review Board (IRB), the building principal of Albert Lea High School, and the school’s ESL teacher. Each student will be given a brief survey to determine which type of motivational strategy their teachers use is most effective for them. I will also interview the ESL teacher to find out which specific strategies she uses successfully and which strategies are not as beneficial to her students. If either the students or the ESL teacher would prefer to respond to the survey/interview on tape or via email, I would make those accommodations should the situation arise. This will account for the inclusion of both perspectives (student and teacher) when recording the results of the surveys/interview as well as easing any apprehension about the survey and/or interview process.

After the surveys are collected and the interview has taken place, information will be collected and organized into the different categories of motivation. This will, hopefully, provide personal glimpses into the students’ perceptions of how their teachers motivate them and any possible suggestions for future ESL/ELL learners.

Chapter 3 questions

After reading the chapters, then reading/re-reading what others had already posted, I found myself agreeing quite a bit to what Fred has said about research. So, to explain a little bit about why I answered these questions the way I did, I must say that I tried to take into account my past 5 years of teaching experience in the high school Spanish classroom in 5 different school districts (one being in Illinois).

1. What are two ways in which the term research is used?
*There are two types, one being where the research conducted is based on a theory that's already been established or tested before (the current researcher wants to delve further and/or prove something that the original research lacked or didn't cover as in depth). The second type of research is one where new original research is conducted.

2. Do language teachers do research in both senses of the word? If they don't, why don't they? If they should, why should they?
*I agree with what Fred posted on this one, when he said that he'd start by reading and studying the research that's already been conducted on a subject or issue, gaining background knowledge, and then moving on to create a new research study. I, too, believe that I would do the same thing. At this point, since I'm trying to get things organized and ready to begin researching and writing my own APP, I feel that reading research done by others kind of gives me a starting point right now, some direction in which to go in order to make my APP better, to organize the information I find in a more cohesive way, and to (hopefully!) keep me from going nuts throughout the process.

3. How do YOU conceive of research? (What is it?) To what extent does your conception agree with those listed in the quotations in this chapter?
*Research, I believe, is almost necessary in any field, even in one's personal lives. As a teacher, I might conduct brief research to figure out the best way or different ways to teach a part of the curriculum. As a graduate student, I'm obviously studying and working on creating my own research study to complete my APP requirements. As an average consumer, I might look up information about a product before I buy it, especially with larger and more costly purchases. Like Fred said in his posting, research allows us to better ourselves and our own teaching practices by studying what others have researched and tried in their classrooms/lives.

7. What is the importance of context in research related to language teaching?
*Context is crucial in conducing any kind of research. Sometimes, I conduct research simply because I am curious about a topic or issue being discussed elsewhere, sometimes it's because I'm having difficulties teaching a particular concept in my Spanish class, and sometimes it's simply because I am lacking the information I need in order to make a big decision (who to vote for, the best place to go for vehicle repairs, furniture or electronics to buy, etc.) If I mixed up those contexts, it would drastically change the outcome of the research, as well as possibly bring about regression in my students and/or a loss of interest in what I'm teaching them.

My APP abstract

The purpose of this study and research is to compare different methods of motivating ESL/ELL students in a classroom setting.

Approximately 15-20 second language learners will be invited to participate in this study, after obtaining the approval of the IRB, the building principal of Albert Lea High School, and the school’s ESL teacher. Each student will be given a brief survey to determine which type of motivational strategy their teachers use is most effective for them. I will also interview the ESL teacher to find out which specific strategies she uses successfully and which strategies are not as beneficial to her students. If either the students or the ESL teacher would prefer to respond to the survey/interview on tape or via email, I would make those accommodations should the situation arise. This will account for the inclusion of both perspectives (student and teacher) when recording the results of the surveys/interview as well as easing any apprehension about the survey and/or interview process.

After the surveys are collected and the interview has taken place, information will be collected and organized into the different categories of motivation. This will, hopefully, provide personal glimpses into the students’ perceptions of how their teachers motivate them and any possible suggestions for future ESL/ELL learners.

Research Relevance

I honestly can't pinpoint the idea of relevance...I think this is one of those "gray areas" where it's a matter of personal interpretation. The research I've done for various grad classes has been extremely relevant...to me as a teacher, to me as a grad student. That same research, however, could be totally useless to another grad student or another teacher, depending on what their interests are and/or the subject area they teach. I do feel, though, that there seems to be a sort of scale for judging relevance. This may not make complete sense in how I'm explaining it, but I think that many people consider topics and research relevant if they get published, if an award is given to the person conducting the research, or if some type of recognition is given by the district's administrators. As for which topics would fit...right now, as I still consider myself a fairly new teacher (this fall will start my 6th year as a high school Spanish teacher), anything dealing with Spanish or English education at the secondary level and anything dealing with ESL/ELL education would fit in. As for the relevance of those, it would completely depend on my thoughts/feelings after reading the article/research and how the things I've learned from reading could apply to my own classroom and students.