Distancelanguagelearning/English Web/writing/Academic Writing/Research/Qual Design/class/Unit IV/Project
Enter your final project here...
Contents
Problem statement
Students can't find interactive activities to learn grammar in books
Research questions
- How do students interact grammar activities using internet?
- How can internet helps a student to develop his grammar?
- How does the teacher´s perspective influence the use of internet to learn grammar?
--Marco gallegos 01:27, 30 September 2010 (UTC)
Type of Qualitative Study
The type of study will be a case study because the researcher is interested in cartain students and to know how they use the internet and the effects that internet causes on they learning of grammar.
Participants
The participants for this research will be students from 1st semester propedeutico of the B.A. in ELT located in Unidad de Idiomas building.
Add which group you plan to observe.
- Mark, add here the actual group that you will observe please. --Benjamin Stewart 10:49, 22 October 2010 (UTC)
Observation types
Observation types: Case study.
The first step that the case study shows is that the researchers selected the schools and the participants. They name the different schools that they visited to obtain the information. They asked to people who were at these schools to describe the income-based demographics. They spend some time to collect data. They mention that they did recorded interviews with the principal, teachers and parents. The teachers interviewed where teachers from the focus groups, the researchers also collected information from newsletters from previous year.
Flessa Joseph, Gallager-Mackay K., Ciufetelli Parker Darlene. (2010). “Good steady process” success stories from Ontario elementary schools in challenging circumstances. Canadian journal of educational administration and policy. 101.
Observation types: Case study.
The researcher mentions a participatory observation, the researcher observed a flutist during a rehearsal during the data collection period. The researcher mentions that the observation was subjective and was done to detect the interaction of the group. The researcher mentions that during the observation socializing was not a high priority; the researcher quotes some words that he heard during the observation in order to prove what he is saying.
Shansky Carol, College Moloy. (2010). “Adult Motivations in Community Orchestra Participation: A Pilot Case Study of the Bergen Philharmonic Orchestra (New Jersey)” RIME Online. VOLUME 8.
Interview type
Provide the type and an example or examples
How do you use internet to learn grammar? How many time do you spend on internet to improve your grammar? What kind of information do you look to improve your grammar? Why do you prefer to use internet instead of other technology devices? When you are using the internet what are the elements that distract you from your grammar objective?
Instruments
Interviews, observations, questionnaires...explain how you will apply your instruments and include examples
I will apply the interview first in order to obtain information about the methodologies that the teacher uses. Then I will observe as a non participant observer in order to prove the information extracted from the interview. Finally, I will apply a questionnaire to obtain information from the students.
References
Add your references here... Case study reference: Flessa Joseph, Gallager-Mackay K., Ciufetelli Parker Darlene. (2010). “Good steady process” success stories from Ontario elementary schools in challenging circumstances. Canadian journal of educational administration and policy. 101.
Ethnography reference: Caskey M. Micky, Brinegar Kathleen. (2010). “I’m feel like I’m safe again:” a discussion of middle grades organizational structures from the perspective of immigrant youth and their teachers. RMLE Online. 33.
Grounded Theory reference: Ottarsdottir Unnur, Reykjavik, Iceland. (2010). Writing-images. Art therapy: Journal of the American art therapy association. 21 (1). 32-39.
Narrative reference: Parry Becky. (2010). Moving stories: exploring children’s uses of media in their story telling and the implications for teaching about narrative in schools. English teaching: practice and critique. 9 (1). 58-72.
Phenomenology reference: Beebe Ronald, Vonderwell Selma, Boboc Marius. (2010). Emerging patterns in transferring assessment practices from f2f to online environments. Electronic journal of e-learning. 8 (1). 1-12.
