Professional Documents
Culture Documents
RESEARCH PROJECT
PRESENTED BY:
VANESSA ELIZABETH AGUILAR ORTEGA
ANA BEATRIZ LEN MARTNEZ
DIMAS ANTONIO MURGA LEIVA
WENDY YAHAIRA MURGA MARROQUN
SIRIA BETHANIA PINEDA
INSTRUCTOR
LICDA. DELURDY GUADALUPE LINARES DE SERMEO
TABLE OF CONTENTS
TABLE OF CONTENTS.........................................................................................i
ABSTRACT..........................................................................................................iii
INTRODUCTION..................................................................................................iv
CHAPTER I...........................................................................................................6
STATEMENT OF THE PROBLEM.......................................................................6
1.1.Description of the problem....................................................................................7
1.2.Scope of the work.................................................................................................8
1.3. Justification.......................................................................................................... 8
1.4.Objective.............................................................................................................. 9
1.4.1 General objective...........................................................................................9
1.4.2. Specific objectives.........................................................................................9
CHAPTER II........................................................................................................11
THEORETICAL FRAMEWORK..........................................................................11
2.1. What is language?.............................................................................................11
2.2. English as a Foreign Language (EFL)...............................................................12
2.3.
2.3.1.
Speaking skill.........................................................................................13
2.3.2.
Writing skill.............................................................................................14
CHAPTER III.......................................................................................................35
METHODOLOGICAL DESIGN...........................................................................35
i
REFERENCES...................................................................................................52
............................................................................................................................56
ii
ABSTRACT
The researchers will conduct the project Factors that Affect the Majority
of Advanced English Students of when Organizing their Ideas and Using
Grammatical Structures Accurately in the Spoken and Written Form at the
Western Multidisciplinary Campus of the University of El Salvador Semester I2014 to identify the main factors that affect Advanced English Students when
developing their language productive skills (speaking and writing). This project
will provide a visualization of the study which contains the main variables that
will test the hypothesis,
In order to test the hypothesis, the researchers will use questionnaires,
interviews, observation guides, and checklists to collect data. After that, the
data collected will be organized in tables and graphs. This organization of the
data will be helpful to analyze and interpret it later to see if the results are the
ones the researchers expected. The study will involve the researchers and the
two Advanced English students groups of Licenciatura en Idioma Ingls Opcin
Enseanza at the Western Multidisciplinary Campus. After collecting and
analyzing the data, the researchers will provide the findings and conclusions
gotten during the study.
iii
INTRODUCTION
The present research document contains valuable information about the
research study Factors that Affect the Majority of Advanced English Students
when organizing their Ideas and U sing Grammatical Structures Accurately in
the Spoken and Written Form at the Western Multidisciplinary Campus of the
University of El Salvador, Semester I, 2014. This investigation is aimed to
collect detailed data to describe the factors that hinder the development of
Advanced English students speaking and writing skills.
The importance of developing this study comes as a consequence of the
low academic performance Advanced English I students at the Western
Multidisciplinary Campus of the University of El Salvador have been presenting
in their written homework assignments and grades. A considerable number of
students have been failing their evaluated activities. Hence, this study seeks to
verify whether the deficiencies in speaking and writing skills are making them
have problems to succeed in their Advanced English courses.
This research project is divided into four chapters. In Chapter I,
Statement of the Problem, the researchers describe deeply the problem that is
affecting Advanced English students speaking and writing skills and present
detailed reasons why this investigation is taking place; it also contains the main
objectives that lead this investigation. Moreover, chapter II, Theoretical
Framework, includes the most reliable topics that give the necessary
parameters in which this study is based on, so it describes the most important
elements necessary to conduct this investigation such as the macro skills.
iv
On the other hand, Chapter III, Methodological Design, provides a stepby-step description of study being carried out. This section presents all the
steps that will be followed to carry out this research study. It also defines the
instruments to be used to gather the necessary data to test the hypothesis and
the process to be followed to analyze the data acquired. Finally, at the end of
the work, the researchers establish all the expenses that the project will need to
be conducted and the timetable, which describes when all the activities will be
carried out.
CHAPTER I
STATEMENT OF THE PROBLEM
It is certainly the case that when we speak or write we are producing
language, and no one would argue with the idea that language activation takes
place when we are doing this (Harmer, 2007, p. 265). When learning English
as a foreign language, students must develop four macro skills with the
teachers help. These skills are often labeled into two types, receptive and
productive. According to Harmer (2007), a receptive skill is a term used for
reading and listening, skills where meaning is extracted from the discourse.
Productive skills is the term for speaking and writing, skills where students
actually have to develop how to produce language themselves
In many countries around the world, students may face many problems
when producing the language. Some students are skillful at speaking, but they
show deficiency when writing; some others excel at listening and reading, but
are not able to express what they listened or read. For example, this
phenomenon is also taking place in the Foreign Language Department (FLD) at
the Western Multidisciplinary Campus of the University of El Salvador (WMC). It
has been observed that the majority of Advanced English students have
difficulties with grammatical structures in the spoken and written form. In order
to discover what hinders students development of their speaking and writing
skill, it is necessary to discover the factors that are making this phenomenon
take place.
have to commit in the Advanced level. For instance, some students are using
the verb to be incorrectly as well as the plural form of some nouns.
So, the purpose of this research is to find out the answer for the following
question: Which are the factors that affect the majority of Advanced English
students when organizing their ideas and using grammatical structures
accurately in the spoken and written form at the Western Multidisciplinary
Campus of the University of El Salvador semester I-2014?
1.3. Justification
The importance of this research study is to find out which the factors that
affect the development of the productive skills- speaking and writing of the
majority of Advanced English students of semester I-2014 at the Western
Multidisciplinary Campus of the University of El Salvador are.
Moreover, this research study will help to determine the amount of time
students practice in and out of the classroom to improve their productive skills.
In addition, this research work will determine if missing classes regularly affect
students development. This research will also provide very important
information to help determine the main factors that prevent students from
learning English efficiently.
In addition, the researchers have observed that most of the students of
Intensive Advanced English have severe problems in their productive skills
(speaking and writing). Though they convey clear messages, they need to
sharpen their skills even more since they are going to teach the language and
they will be the models for other people. Therefore, it is extremely important and
necessary to determine the main factors affecting advanced English students
productive skills speaking and writing.
1.4. Objective
1.4.1 General objective
To find out the main factors why the majority of Intensive Advanced
English students have deficiencies in their productive skills-speaking and
writing at the Western Multidisciplinary Campus of the University of El
Salvador semester I-2014.
1.4.2. Specific objectives
a) To determine to what extent classroom atmosphere influences Advanced
English students speaking skill.
b) To discover to what degree the teaching techniques used in class help
Advanced English students productive skills.
9
10
CHAPTER II
THEORETICAL FRAMEWORK
Learning English as a second language is important because it gives
students opportunities to grow in their personal and professional lives. However,
it might be difficult because if they are foreign language learners, they are not
exposed to the language in the country they live. Therefore, it is difficult for
them to develop the language skills accurately, especially speaking and writing
if they do not practice them correctly. Thus, it is important to examine carefully
certain aspects such as: what language is, English as a foreign language (EFL),
English four macro skills (listening, speaking, reading, and writing), the factors
that affect students development in their speaking skill, the factors that affect
students in their writing skill, and techniques teachers can use to motivate
students to practice their speaking and writing skills.
11
Language
is
foremost
means
of
communication,
and
Speaking skill
13
interaction with at least one other speaker. This means that a variety of
demands are implied at once: monitoring and understanding the other
speaker(s), thinking about ones own contribution, producing that contribution,
monitoring its effect, and so on. According to Hammer (2008), if students want
to be able to speak fluently in English, they need to be able to pronounce
phonemes correctly, use appropriately stress and intonation patterns and speak
in connected speech (p. 343).
2.3.2.
Writing skill
of
traditional
technological
paper-and-pencil
advanced
electronic
writing
mail.
or
the
Writing
most
as
14
16
may well lead to a situation where students are put off from concentrating
(Harmer, p. 15).
Moreover, Harmer explains that teachers movements play an important
role in classroom atmosphere; some teachers tend to spend most of their class
time in one place at the front of the class, for example or to the side, or in the
middle. Others spend a great deal of time walking from side to side, or striding
up and down the aisles between the chairs. Although this, again, is to some
extent a matter a personal preferences, it is worth remembering that motionless
teachers can bore students, and teachers who are constantly in motion can turn
their students into tennis- match spectators, their heads moving from side to
side until they become exhausted. However, most successful teachers move
around the classroom to some extent. That way they can retain their students
interests (if they are leading an activity) or work more closely with smaller
groups (when they go to help a pair or group) (p.16).
In order to manage a class successfully, the teacher has to be aware of
what students are doing and how are they feeling. This means watching and
listening just as carefully as teaching; it means being able to move around the
class, getting the level of proximity right, making eye contact with students,
listening to what they have said, and responding appropriately. It is almost
impossible to help to learn a language in a classroom setting without making
contact with them; the exact nature of this contact from teacher to teacher and
from class to class (Harmer, p.16).
Another
crucial
element
for
creating
an
appropriate
classroom
17
desire to learn. Nunans study (as cited in the Journal of Education and
Practice, 2012) stresses that motivation is important to notice that it can affect
students reluctance to speak in English. In this sense, motivation is a key
consideration in determining the preparedness of learners to communicate
(p.103).
Furthermore, Zua (as cited in the Journal of Education and Practice,
2012) adds that:
Motivation is an inner energy, and that no matter what
kinds of motivation the learners possess, it will enhance their
study interest. It has been proven in many studies that students
with a strong motivation to succeed can persist in learning and
gain better scores than those who have weaker motivation of
success showing that building students motivation to learn is
urgent for every teacher (p.103).
2.4.1.1. Students Attitudes
Gardner (1985) (as cited in Motivation and Attitudes towards Learning
English, 2009) considers attitudes as components of motivation in language
learning (p. 33). This means that motivation is one of the factors that directly
affect students attitudes in the classroom. So, students attitudes in the
classroom depend on the type and level of motivation students have; due to
this, students attitudes in the classroom may be positive or negative.
This we know to be true: No student can be academically
successful if he lacks positive attitudes and perceptions about
self, peers, the instructor, and the value of the tasks that make
18
20
(2010) explains many students become anxious just before a test that they
know will be difficult, and most get nervous when they have to give a prepared
speech in front of their peers. Such temporary feelings of anxiety are instances
of state anxiety. However, some students are anxious a good part of the time,
even when the situation is not especially dangerous or threatening (para. 4).
Teachers can help reduce their students performance
anxieties by providing multiple opportunities for feedback about
their work, and by emphasizing that mistakes are okay and a part
of learning. For these students, it is important that their entire
grade not be based on a big project and that feedback emphasize
the things they are doing right, while also giving specific, focused
advice on ways to improve. Moreover, they will benefit from
knowing that the teacher really cares about them as a person and
as a learner(Hammond et al., p. 91).
2.4.1.2.2. Fear
It is well know that everyone has fear of something, and it may be seen
as a normal reaction towards something that does not bring something good to
everyones lives. However, students fear can be even more difficult than any
other fear someone can face since it affects students learning and somehow
students desire to learn causing many difficulties when trying to overcome it.
To become a student is actually to embrace change, and change does
involve risk risk to ones sense of self, to ones identity as well as fear of
failure, of looking, sounding and feeling like a fool. While nobody actually
enjoys these feelings, in an educational context if you avoid what you fear as a
21
student, then you definitely will not succeed (Teaching, Learning, and Study
Skills, n.d., p. 52).
Students different fears may limit students academic performance and
restrict their willingness to be active participants in the classroom; that is why,
teachers must ensure them an appropriate classroom atmosphere. As
mentioned in the book Teaching, Learning, and Study Skills, (n.d.),
The learning environment may also play a part in the
fear factor. Human beings do learn by trial and error. If the
learning environment feels over-threatening, students will not
want to make mistakes and open themselves up to criticism:
they may give up rather than reveal their mistakes to hostile
scrutiny. The lesson we can learn as academics is to make the
learning environment a safe one for all our students: a space for
trial and error, for learning from mistakes and we must
reassure students that we have done so. The students have to
realize that they will get things wrong quite often but if they
work to learn from these experiences, they will learn more (p.
53).
2.4.1.2.3. Frustration
Frustration is a common reaction to situations in which we feel (or
perceive) that circumstances and events are beyond our immediate control or
there are roadblocks that prevent us from accomplishing a task or goal
(Johnson, 2012, para.1). Frustration is very common among students since it
affects their performance in the classroom. Sometimes, they may feel a high
22
level of frustration after getting a bad grade due to the result they got or during
getting feedback or error correction about an activity or task they have
developed.
In the words of, Ur (2000) it is possible to correct students in the spot or
at the end of the activity being carried out, but the danger of correcting students
in the middle of a mainly fluency task( on the spot) is that you interrupt their flow
and take the focus of their message off . Students often find it hard to continue
after a correction, while others in class may become more reluctant to speak for
fear of similar interruptions (p. 225). Thus, teachers have to be aware of
students feelings when correcting them during and after an activity because
learners may feel frustrated and may lose attention or interest to the work they
are developing when being corrected by their teachers.
2.4.2. Teaching Techniques
Although teaching a foreign language may be a difficult task, it can
become an easy job by implementing the appropriate and adequate activities
and strategies that will fulfill each students need. This not only will make the
teachers job easier but also will benefit and help students to facilitate their
learning process.
Teachers can do many things in order to increase the students response
to a given class period, for example, the use of games, warm ups, icebreakers,
and time fillers in the classroom in order to create a good experience of
learning.
23
2.4.2.1. Games
Sugar (as cited in The Use of Games, 2010) points out that teaching
today has changed a lot over the past years. Once it was obout learning being
passive and listening the classroom, but today learners are usually much more
active in the classroom, and what better way to be active than by playing
games (p. 7).
Many teachers have a gotten a wrong idea about games inside the
classroom, and they think that these activities are a waste of time; however,
bringing games to the classroom has many benefits that may help students
desire to learn such as bringing fun to the class and foster students participation
by making them be active participants instead of being passive participants in
the classroom, making student interact with each other and creating a friendly
and positive atmosphere, providing many opportunities to expose students to
language in real situation to help students practice their skills, and helping shy
students to gain confidence about their skills (The Use of Games, pp. 78).
2.4.2.2. Warm ups, ice breakers, and time fillers
Moreover, teachers can use two types of activities to create a good
atmosphere in the classroom and bring energy to the students, but each of
them has a different purpose. As stated in the article Why You Should Always
Start with a Warmer, starting with a warmer is important for a number of
reasons since students need a chance to settle down into the class and get
their minds focused on the lesson ahead. Delving straight into difficult subject
matter is not going to help them in the least bit (para. 1).
24
however; students are the ones that have to choose the appropriate strategies
for their personal needs. No matter which they feel more comfortable with,
these strategies ensure an excellent learning process.
2.4.3. Vocabulary
Most people usually believe that vocabulary is related to the words of a
language, and they are right because vocabulary does deal with words.
Nevertheless, vocabulary goes beyond than just simple words, and as
mentioned in the book Vocabulary and Its Importance in Language Teaching,
(n.d.) Vocabulary can be defined as the words of a language, including simple
items and phrases or chunks of several words which convey a particularly
meaning, the way individual words do (p. 1). According to this, vocabulary
includes not only words with a particular meaning but also phrases and chunks
that enrich learners lexicon.
In order to communicate effectively using a foreign language, students
need a variety of words; one of the major problem students face when speaking
and writing is their choice of words-vocabulary. For example, as English is their
foreign language, they would have difficulty in expressing themselves in writing.
As a result, most of their writings would be dull field with repeating same words
for different expressions which eventually affects the quality of their writings.
(Ganschow, L & Schneider, E, 2006). So, vocabulary plays an important role in
learning a second language. Students cannot communicate with others or
express themselves without having enough vocabulary; thats why, variety of
words is a fundamental point in learning a second language.
26
can
occur when
one
is
using
language
for
28
One of the strategies students can use to administer their time appropriately is
having a set schedule.
The Centura College points out that learners who do not have a
predetermined schedule with set places get more tension when doing
homework and studying since they do not even know if they will be able to
complete their assignments and study the material they need to go over through
in the established time; that is why, setting a schedule and a place to study may
help students not to get overloaded and stressed with all the activities they have
to complete (para. 2). Moreover, having a set schedule helps students not to be
procrastinators.
In his article Learn about Procrastination, Grohol (2005) states that
procrastination is a common issue amongst students and many adults; they
struggle with deadlines every day, with the feeling of impending doom as the
exam or project date looms. It is one of the largest problems seen in college
counseling centers, and it is something nearly everyone has had to deal with at
some point in their lives.
Besides that, attendance plays an important role when developing good
study habits. In his article School attendance, GreatSchools Staff (n.d) states
that the attendance rate is important because students are more likely to
succeed in academics when they attend school consistently. It is difficult for the
teacher and the class to build their skills and progress if a large number of
students are frequently absent (para. 4).
In order or to excel at schools or colleges, what students need is to
develop effective study habits. To have efficient study habits, learners need to
31
put into practice different studying skills such as time management, selfdiscipline, and effort, yet the key to succeed is the yearning to triumph.
32
33
General Objective
Specific
objectives
Hypothesis
1. To determine
to what extent
classroom
atmosphere
influences
Advanced
English
students`
speaking skill.
The classroom
atmosphere,
teaching
techniques,
and study
habits affect
Advanced
English
students
development
of their
productive
skills at the
Western
Multidisciplinar
y Campus of
the
Units of
observation
Intensive
Advanced
English
students of
the
Variables
Definition of
the variable
Independent
Variable
A good
classroom
atmosphere is
one that
creates a
feeling of
positivism and
it motivates the
students to
become
successful in
everything
they do. It
should be able
to build a
psychological
framework for
every activity
that takes
place in the
classroom.
1.Classroom
atmosphere
University of
El Salvador,
Western
Multidisciplin
ary Campus,
semester I,
2014
University Of
El Salvador
during
semester I2014.
1. To discover
to
what
degree the
teaching
techniques
used in class
help
Advanced
English
students
productive
skills.
Independent
Variable
2. Teaching
techniques
34
A situation in
which students
learn through
their
participation in
the attainment
of knowledge
by gathering
information
and
Indicators
Instruments
1. Teachers questionnaire
role
a) promoting
Unstructured
confidence
and motivation Interview
guide
b)
encouraging
students
to
learn
Time
(number
of
hours)
4 hours
4 hours
c)
building
good rapport
1. activities
a) fillers
b) games
Observation
guide
6 hours
c) warm-ups
d) icebreakers
2. strategies
Checklist
3 hours
CHAPTER III
METHODOLOGICAL DESIGN
This chapter describes in detail all the steps to carry out this research
study. To do so, the researchers are going to make use of a variety of research
techniques and tools in order to prove the certainty of the hypothesis. Thus, this
chapter describes the whole procedure to be conducted in the research study.
35
speaking activity, the majority of students had problems with the grammatical
structures that had been practiced since Intensive Basic English. Based on
some homework assignments provided by an English teacher of the Language
Department, the researchers noticed that Intensive Advanced English I students
made mixed constructions of basic grammar structures.
This observation led the researchers to the decision of administering a
questionnaire (Appendixes A and B) to some members of the population to be
studied and to the four teachers of the Intensive Advanced English I subject in
charge of the two afternoon groups to discover which factors affect students
development in their writing and speaking skills.
3.3.2. Diagnostic study
To define the scope of the problem and to know how long the problem
had
existed
at
the
Foreign
Language
Department
at
the
Western
37
38
be manipulated and make sure they were elemental to carry out this study. To
assure the variables were correctly defined, the researchers compared with
some examples provided in class by the teacher in charge of the Research
Methods class. Moreover, the independent and the dependent variables were
determined based on the theoretical framework. In this work, the variables were
operationalized taking into account the indicators observed by the research
team. Moreover, each variable was defined using reliable concepts that are
meaningful to the development of the investigation.
3.4.3. Data Collection Instruments
To conduct the process of data collection for the variables taken into
account in this project, the researchers followed the procedure below:
The instruments designed for data gathering were made taking into
account four necessary instruments to study the indicators presented in the
visualization of the study. The instruments created to use in this research study
were questionnaires, interviews, observation guides, and checklists.
Questionnaires
First, two questionnaires were used as part of the preliminary study in
order to find the basis of the research and to measure the dimension of the
problem. These two questionnaires were validated first by the teacher in charge
of the research methods subject; then, they were checked and commented by
an expert in the field the researchers are studying (Appendix A and B).
On the other hand, two questionnaires designed to study how deeply the
variable classroom atmosphere (Appendix C) and how the variable students
40
41
investigators will present all the tools to an expert of the Foreign Language
Department at the Western Multidisciplinary Campus of the University of El
Salvador, master in Research Methods and in the educational field. All the
suggestions and commentaries provided by this expert will be of great
importance to improve the deficiencies shown in the research instruments.
Finally, after improving each research tool, the researchers will select a sample
42
of five students who are part of the population to be studied to conduct a pilot
test. Then, after validating the research instruments by the expert and the
sample of students, the tools will be ready to be administered to the whole
population since it means that each research tool is clear and understandable.
3.4.5. Validity and Reliability
To make the instruments valid, the researchers will formulate them based
on three main validity criteria: construct validity, face validity, and content
validity assuring that the instruments are elaborated taking into account the
visualization of the study. Furthermore, the investigators will design the
instruments in a very detailed and careful manner to make sure that they did not
skip any important detail.
In order to get reliable findings, the researchers will build a positive
atmosphere and good rapport with the students so that they are willing and
comfortable at the moment of being addressed; this will help the researchers
gather the necessary data for the study and will also help the interviewee to
provide the researchers with the information they need to collect. The
investigators will also make sure that the conditions are suitable not only for just
one person but for the whole population that is taking part of the study; that is
why, the interviews will be conducted in four weeks; they will last two class-hour
every day, so the researchers will carry them out at the same time and under
the same conditions.
Moreover, the researchers will use the dessign instruments to get reliable
and truthful information. Each tool will be checked by an expert in order to avoid
43
missing data that could generate any inconsistency when analyzing the
collected data.
3.4.6. Ethical Aspects
The researchers goal in carrying out this study is to identify the factors
that affect students development of their productive skills: speaking and writing;
therefore, it is of great importance to respect the basic ethic principles of a
research
project.
The
researchers
have
agreed
on
undertaking
the
44
45
analyze how able the population is to transmit a clear message in the speaking
and written form. In addition, in the analysis of the interviews, the researchers
will find out and state the different problems that the population has in the
production of their speaking and writing skills.
Finally, the information gathered through the interview will be analyzed
by a cause and effect relationship of the results that the histogram represents
as it will be the one that will show in which of the two productive skills students
of Intensive Advanced English II at the University of El Salvador, Western
Multidisciplinary Campus have more problems. Later, this information will be
analyzed by making a comparison and contrast between the different factors
that affect students development in class. This will demonstrate which of the
factors affect more students development. Besides, the researchers will
analyze the different information provided from the four different teachers in
charge of the two groups of Intensive Advanced English II so that the
researchers will know the percentage of students that are having problems in
the different productive skills (speaking and writing) and will know which some
Service
Cost
Total
Printed Material
$2.00
Copies
$ 2.50
Internet
$ 37.50
$2
$ 400.00
$ 200.00
Total: $
444.00
47
3.6. Budget
48
3.7. Timeline
49
Months (2013)
Activity
Responsibles
ResearchTeamFormation
ResearchTeam
ChoosingtheTopic
ResearchTeam
Sept.
PreliminaryPhase
Approaching the Field of Study
ResearchTeam
DiagnosticStudy
ResearchTeam
Definition of theProblem
ResearchTeam
PlanningPhase
LiteratureReview
ResearchTeam
Operationalization of Variables
ResearchTeam
ResearchTeam
Advisor
ResearchTeam
by the Advisor
Presentation of the Research Plan to
ResearchTeam
the Advisor
Elaboration of Data Collection
ResearchTeam
Instruments
Validation of Data Collection
Instruments
ResearchTeam
50
Oct.
Nov.
Months (2014)
Dec.
Feb.
Mar.
Apr.
May
June
51
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L and
Schneider, E,
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56
APPENDIX A
UNIVERSITY OF EL SALVADOR
MULTIDISCIPLINARY CAMPUS
FOREIGN LANGUAGES DEPARTMENT
ADDRESSED
TEACHERSEMESTER II-2013
N ________
TO
QUESTIONNAIRE:
ADVANCED
ENGLISH
Objective: to know what Advanced English teachers have observed about the
development of their Advanced English students speaking and writing skills
2.
No
2.
Do Advanced English students show deficiency when using the
grammatical structures appropriately?
1. Yes
2. No
2. writing
3. Both
57
APPENDIX B
UNIVERSITY OF EL SALVADOR
MULTIDISCIPLINARY CAMPUS
FOREIGN LANGUAGES DEPARTMENT
ADDRESSED
SEMESTER II-2013
QUESTIONNAIRE:
TO
N ________
ADVANCED
ENGLISH
STUDENTS
2.
No
1. Yes
2. No
2) Listen to music
1. Yes
2. No
3) Watch movies
1. Yes
2. No
1. Yes
2. No
1. Yes
2. No
1. Yes
2. No
2. No
2) 2 hours
3) more
58
4) nothing
APPENDIX C
UNIVERSITY OF EL SALVADOR
N______
2. No
2. Do you think the speaking activities are adecuate for you to speak in English?
1. Yes
2. No
4.
5.
2. No
6.
2. No
2. No
2. No
59
APPENDIX D
UNIVERSITY OF EL SALVADOR
N______
Interviewer(s):___________________________________________________
_______________________________________________________________
Place:_______________________________________Date(s): ____________
_______________________________________________________________
Time to of interview: _____________________________________________
Objective: To gather information to determine how classroom atmosphere
influences Advanced English students.
First question:
How are you doing in your English classes?
_______________________________________________________________
_______________________________________________________________
Questions that arise during the interview
2. _____________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3.______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. _____________________________________________________________
_______________________________________________________________
60
_______________________________________________________________
APPENDIX E
UNIVERSITY OF EL SALVADOR
N_____
Observer(s):_____________________________________________________
_______________________________________________________________
Place:_______________________________________Date(s)_____________
Time to observe: ________________________________________________
Objective: To gather information regarding to the variable of teaching
techniques.
Instruction: Circle the answer according to what is being observed.
1. Does the teacher follow a lesson plan to teach the class?
1. Yes
2. No
2. Does the teacher develop the four macro skills in the class?
1. Yes
2.No
3. Does the teacher divide the practices in controlled, semi-controlled, and
free practice?
1. Yes
2. No
4. Does the teacher use group work?
1. Yes
2. No
61
APPENDIX F
Checklist
N: _______
4) almost never
2) seldom
5) never
3) sometimes
2. Does the teacher use extra activities besides the lesson plan to encourage
students learning?
1) always
4)
almost never
2) seldom
5)
never
3) sometimes
4)
almost never
2) seldom
5)
never
3) sometimes
4) almost never
2) seldom
5) never
3) sometimes
62
5. Does the teacher use pair work and group work in class?
1) always
4)
almost never
2) seldom
5)
never
3) sometimes
4) almost never
2) seldom
5) never
3) sometimes
63
64
APPENDIX G
UNIVERSITY OF EL SALVADOR
N_____
Observer(s):
_______________________________________________________________
_______________________________________________________________
Place:_______________________________________Date(s): ____________
_______________________________________________________________
Time to observation: _____________________________________________
Aspects to observe:
2. Accurately
3. Normally
4. Poorly
2. Accurate
3. Normal
4. Needs
improvement
3. How extense is the students vocabulary in regards to their level?
1. Very extense
2. Extense
3. Enough
4. Poor
1. Very understandable
2. Understandable
3. Normal
4. Not understandable
5. Do the students make use of the standard English when writing?
1. Yes
2. No
APPENDIX H
UNIVERSITY OF EL SALVADOR
N_____
Observer(s):
_______________________________________________________________
_______________________________________________________________
Place:_____________________________________Date(s): _____________
_______________________________________________________________
Time to observation: _____________________________________________
Objective: To gather information regarding students vocabulary when
developing speaking activities.
Aspects to observe:
1. How fluent are they when speaking in English?
1. Very fluent
2. fluent
3. normal
4. poor
2. accurate
3. normal
4. needs improvement
2. extensive
3. enough
2. understandable
3. normal
4. not understandable
4. poor
2. confident
3. neutral
4. unconfident
4. Never
2. sometimes
3. Almost never
4. Never
8. When students make a mistake regarding speaking does the teacher correct
them in class?
1. always
2. sometimes
3. Almost never
4. Never
APPENDIX I
UNIVERSITY OF EL SALVADOR
N_______
2. No
4. Do students take too much time to provide an answer?
1. Yes
2. No
5. Do students express their thoughts without any difficulty?
1. Yes
2. No
APPENDIX J
UNIVERSITY OF EL SALVADOR
N_______
2) No
2) No
2) No
2)No
1) Yes
2)No
2.
No
1. Yes
2. No
8) Listen to music
1. Yes
2. No
9) Watch movies
1. Yes
2. No
1. Yes
2. No
1. Yes
2. No
1. Yes
2. No
2. No
2) 2 hours
3) more
4) nothing
APPENDIX K
UNIVERSITY OF EL SALVADOR
MULTIDISCIPLINARY CAMPUS
FOREIGN LANGUAGES DEPARTMENT
ADDRESSED
SEMESTER I-2014
QUESTIONNAIRE:
TO
ADVANCED
N _______
ENGLISH
STUDENTS
2. No
2. No
2. Anxious
3. Calm
4. Threaten
5. Frustrated
6. Other _____________________
2. Ashamed
3. Worried
4. Frustrated
5. Optimistic
6. Other ___________________
5. How do you feel when you are doing a written activity in class?
1. Enthusiastic
3. Stressed
2. Bored
3. Other _____________________
2. Anxious
3. Calm
4. Threaten
5. Frustrated
6. Other _____________________
8. How do you feel when you receive feedback from you your homework
assignments?
1. Satisfied
3. Encourage
2. Worried
4. Frustrated
5. Other __________________________________
APPENDIX L
UNIVERSITY OF EL SALVADOR
N_____
Observer(s):_____________________________________________________
_______________________________________________________________
Place:_______________________________________Date(s)_____________
Time to observe: ________________________________________________
Objective: To gather information regarding to the variable of students attitudes
2. Commitment
3. Willingness
4. Reluctance
5. Active
5. Passive
4. 25%
6. 0%
APPENDIX M
VALIDATION SHEET FOR THE TOOLS TO BE EVALUATED
Name of Validator:
_____________________________________________________________________
Degree:
_____________________________________________________________________
Position:
_____________________________________________________________________
N of years in teaching: _______________________ Date: ____________________
To the evaluator: Please check the appropriate box for your ratings.
Scale: 5-Excellent
4-Very Good
ASPECTS TO VALIDATE
3- Good
SCALE