The following template may be used for your action research:
Mixed (Quan. and Qual.)
Context of the Problem
- Problem statement and rationale:
The overuse of L1 in teaching a second language with eight-year-old children.
- Research questions/hypothesis (independent and dependent variables)
- How could teachers avoid the overuse of L1 in the L2 classroom?
- Scope and delimitation of the study
- Theoretical framework
Method and Materials
- Class to observe: Group of six eight-year-old students with a pre-intermediate level from a private English School.
- Design Instrument
- Observation sheet.
- Design Instrument
- Data Collection Procedure
1. Give 4 to 5 classes, trying to use English all the time, and reviewing the phrases used in the classroom.
2. Bring a list for the ones who speak Spanish.
3. Give a reward for the ones who use the English. Bring some activities like: role plays and dialogues to observe their proceess using the L2.
- Describe independent variables
- Describe the dependent variables: (a) What was being measured? and (b) How was data collected? (Change these questions to the future tense when developing the procedure section before research has actually been implemented: What will be measured, How will data be collected?)
Results and Data Analysis
Present the findings of the investigation using graphs, tables, etc.
Discuss your results in terms of how they answer your research question(s) or hypothesis. Did your intervention work? What recommendations can you offer? How might others extend this research? Are there any limitations?
- Three primary research articles
Kenenisa, B. (2003). Using L1 in the EFL classroom: The case of the Oromono language with a particular reference of Adama Teachers College. Retrieved from http://etd.aau.edu.et/dspace/bitstream/123456789/2499/1/TEFL_5.pdf
Khamis, M. (). The use of L1 in the elementary English language classroom. Retrieved from http://www.moe.gov.om/Portal/sitebuilder/sites/EPS/English/MOE/baproject/Ch2.pdf
Mouhanna, M. (2009) Re-examining the role of L1 in the EFL classroom. UGRU Journal, 8, pp. 1- 19 (Retrieved from http://www.ugr.uaeu.ac.ae/acads/ugrujournal/docs/REL1.pdf)
- Design: September 19th to September 30th.
- Data Collection: October 10 th to October 26th.
- Analysis: November 7th to November 17th.
- Writing Paper: November 24th to November 30th
- Remember that your action research paper must be emailed to me as a Word document. To convert your wiki text to Word refer to this video. If you email me your finished document by Thursday (Dec. 9, 2011), I'll check your work, making comments in the Word document, and send it back to you for final revisions. --Bnleez 21:54, 8 December 2011 (UTC)
- Please use the action research template discussed in class. If you have questions, see me. --Bnleez 18:11, 5 November 2011 (UTC)
- Use the same action research template we discussed in class. Also, avoid subheadings in your Context of the Problem section but do include subheadings in your Method section. Finally, begin writing your Complex of the Problem and Method sections.--Bnleez 14:51, 2 October 2011 (UTC)
- Yuriko, come up with one research question that you can focus on this semester - I personally like your last research question. Please upload all the information you were asked to include in this assignment. --Bnleez 17:38, 4 September 2011 (UTC)
Note: For those taking Applied Linguistics for credit, please do the following:
- Copy and paste the template above as a subpage to your user page.
- Adhere to the following approximate word count per section...
- Context of the problem should be 800 words
- Method and Materials should be 500 words
- Results and Data Analysis should be 500 words
- Discussion should be 1,000 words that includes a 250-word conclusion.