Action-Research-in-the-South-Asian-Language-Classroom.ppt

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1、Goals of the workshoplTo introduce you to the concept of action researchlTo give you notions about how to do action researchlTo work closely on what makes a researchable question and show you data from several research projectslTo talk about disseminating results (reports, publication)lTo talk about

2、 getting funding to further research and teaching innovationlTo brainstorm with you areas you might research to inform your teaching or other efforts in language learningPrivate reflection: 2 minutes l1. What language learning matters do you want to know more about?l2. What problems with your teachi

3、ng might you like to investigate?What is Action Research?lMethod of investigating problems in their naturally occurring contexts. Its process is:lProgressivelIterativelReflectiveWhat are the goals of Action Research?lIt attempts to understand problems in real-life situations, i.e. non-laboratory set

4、tingslIt aims to improve how people address issues and to solve problems. How does Action Research differ from Empirical Research?lEmpirical research tests theorieslAction research balances problem-solving actions with data-driven research to inform future actionWho participates in action research?l

5、ResearcherslInstructorslStudents or other learnerslAdministratorslObservers or others who interact in the learning communityHuman Subjects approval needed for use beyond instructional situationReview aims tolforesee how findings might be used and limit their use appropriatelylensure understanding by

6、 participantslprotect against power status relationshipslprovide anonymityHuman subjects review committeeslYou will need to specify how you will conduct the research, including all questionnaires, etc.lThis review takes time and generally requires revisions. Leave a couple of months, ideally.lIf mor

7、e than one institution is involved, need to go through review by each institutionlIf participants are under 18, need to clear with parents.Outline of WorkshoplConsider a series of researchable questions involving:lStudent goals for studying South Asian languageslRelationship of student goals for Sou

8、th Asian languages to National StandardslLanguage learning during study abroad (French)lA communicative Hindi language lessonlAn online Urdu lessonlChat interaction in class (Italian)lTalk about writing research notes, articles and grantslBrainstorm your ideas for action researchResearchable Questio

9、nslWhy do students take this language?lWhat do they want from the class?More specificallylWhat are their language learning goals?ORlWhat reasons do students give for foreign language study?Student survey from the Language Institute, UW MadisonlRQ: What reasons do students give for foreign language s

10、tudy?Written survey done in class early in semester1821 students, all languages UW MadisonQuestionnaire7. What are your motivations for taking this beginning language course? (Mark ALL that apply)0. degree requirement1. personal interest and enjoyment2 curiosity3. small classes and making friends4.

11、societal responsibility5. family background 6. use in my future career7. to strengthen application for graduate or professional school8. future travel8. What is your primary motivation for taking this beginning language course? (Mark only ONE)0. degree requirement1. personal interest and enjoyment2

12、curiosity3. small classes and making friends4. societal responsibility5. family background 6. use in my future career7. to strengthen application for graduate or professional school8. future travelWhat is your PRIMARY motivation for taking this beginning language course? degree requirement24%persona

13、l interest, enjoyment, curiosity44%small classes and making friends0%societal responsibility1%family background6%needs of my future career12%desire to strengthen application for graduate or professional school3%future travel, including study abroad9%other, write in here1%n=1,821Language Institute, U

14、W MadisonSecondary questionlIs there a difference between the reasons students study LCTLs and CTLs?What is your PRIMARY motivation for taking this beginning language course?2%9%3%11%8%1%0%48%18%1%8%3%15%2%1%35%35%0%10%20%30%40%50%60%otherfuture travel, including study abroadto strengthen my applica

15、tion for graduate or professionalschooluse in my future careerfamily backgroundsocietal responsibilitysmall classes and making friendspersonal interest, enjoyment, curiositydegree requirementCTLLCTLN=1,710, nLCTL=1,166, nCTL=544chi-square Pr =. 000Language Institute, UW MadisonIn groups by languagel

16、1. Review what the data saysl2. What researchable question would you ask of the data?l3. Find a way to present the data for your language only to the whole group (chart, table, oral report, etc.)l4. Select a group member to do the presentationKeeping track of data lLimit amount of data you collect t

17、o what is most important lSpread sheets, use hide column liberally to juxtapose data setslConsider labels very carefully. Keep key for any code nameslBe consistent between instruments (survey) and data displays: words and numberslBinder with dated entrieslBack it all up !Researchable QuestionlWhat d

18、o students want to learn?lDo the National Standards reflect this?National Standards for Foreign Language EducationStudent survey from Language Institute, UW MadisonlDo students have language learning goals that are represented in the National Standards for Language Learning?lHow do students goals co

19、rrespond with each of the 5 Cs?Sorting datalHow might we look at the data to answer the question “How do student goals correspond with each of the 5 Cs?”lHow might we use the data to compare across languages?lIn language groups, work with the data and prepare to present it to the whole group.How cou

20、ld you organize this data for analysis?Work in groups of three to make 2 suggestions.Researchable QuestionlWhat factors are related to students improvement in speaking when studying abroad? lWhat background information might you need from students?lWhat might you do with students to answer this rese

21、arch question?Participants (n=24)ProgramParisn=13Montpelliern=11GPA3.5-4.0n=73.0-3.4n=112.5-2.9n=4Not reportedn=2Prior CoursesTo fourth semestern=8To fifth semestern=4To sixth semestern=3Major leveln=9Living arrangementsFamilyn=11Apartment, Frenchn=2Apartment, non-Frenchn=4Dormitoryn=7Pre and Post O

22、PI scoresopi results prior to programint highint midint lowCount201001167Wilcoxon signed ranks test: 136 Z: -3.624p-value (2-tailed): .002* (significant at =.05)opi results after programadv lowint highint midint lowCount12108642066111Can-Do ScalelStudents felt more confident in their interactions wi

23、th native French speakerslCan-Do Category: Interacting in French (sustaining everyday casual and polite interactions)Post test casual conPretest casual conv.Post test polite conPretest polite conv.0=very difficult 1=some difficulty 2=not difficult1.61.51.41.31.21.11.01.51.21.31.1 Increase in means:D

24、oing the analysislWhich factors might you compare with which other factors?Prior Coursework and ImprovementIncrease in means:Mann Whitney U Test: 35 Z: -2.268 p-value: .038total improvement on opi scaleup two levelsup one levelup 0 levelsMean courses taken prior to program3.02.52.01.51.0.5Major leve

25、lSixth semesterFifth semesterFourth semesterLiving arrangements and improvement on OPIIncrease in meansliving arrangements during study abroadw/non-French speakerw/French speakersMean total improvement on opi scale1.11.0.9.8.7but no statistical significance.Mann Whitney U Test: 58.5Z : -.80p-value:

26、.295 nsResearchable QuestionlWhat is really most important for students in study abroad, in their opinions?lWhen students look back, what do they think study abroad did for them?Email Letter of requestlDear Former Participant on UW Madison Study in France, You will remember that during your study ab

27、road in Paris and Montpellier in 2003, Professor Sally Magnan gave you an oral interview and asked you to fill out some questionnaires. She and I are doing a follow up on that information. Could you please answer the 5 questions below, as briefly or in as much detail as you wish? It is better to do

28、the questionnaire now and quickly than to put it off and not get back to it. We truly appreciate your time. Your reflections will assist us greatly. lIf you have any questions, feel free to email me, or contactQuestions to participantsl1. Looking back on your time in France, what encounters with Fre

29、nch do you think were the most helpful in developing your speaking ability (e.g., meeting French speakers in stores, having French friends, living with a French family or roommates, reading novels, watching TV, etc.) 2. After finishing your study abroad program, did you continue to use French and to

30、 have contact with native French speakers (either while you were outside or inside the United States)? In what ways? 3. If you could redo your study abroad experience, what would you change? What would you keep the same? 4. Today, nearly two years after your study abroad experience, what is France a

31、nd its culture for you? How did your time in France influence these perceptions? 5. How did your study abroad experience help shape who you are today? Finding themesWork in groups of 4.For your assigned question (1-5), study the answers to deduce themes for the analysis.Be prepared to report your th

32、eme(s) to the group.Keeping track of data 2lColor codinglNumerical coding for themes, with KEYlStore in shelf or file cabinet ?lBack it all up on web space, USB hard drive, CD or DVD, send yourself data attachment in email (if you have a lot of storage!)Documenting Teaching InnovationlPurposelTo imp

33、rove teachinglTo build teaching dossierlTo offer as teacher training materialslAs data for grants and future projectslFor publicationlTextbookslNewsletterslJournalsLesson plan: HindiMingling activity: Students will be provided a sheet, using this they will need to collect the information from their

34、classmates. WHO WANTS TO DO WHAT?PlacesActivitiesPersons nameYes/ NoWhyMadisonHindi movie on this SaturdayMadisonFarmers market when?New YorkArt-Museum when?ChicagoAquarium when?IndiaDinner with Shahrukh Khan when?After collecting the information they will be asked randomly (5 minutes) (2-3 people a

35、bout their findings)Brajesh Samarth, UW MadisonHindi class: Consider research possibilitieslWhat might we like to know about this lesson?lWhat research questions could we ask to get at this information?lHow might we know when we have answered these research questions or not?Hindi class slide 1lVideo

36、 to be played during the workshopHindi class slide 2lVideo to be played during the workshopHindi class: Consider the lessonlWhat type of activity is being done? lHow is the room set up? lHow does the instructor interact with students?lWhat standards are students practicing? What modes?National Stand

37、ards for Foreign Language EducationCOMMUNICATIONINTERPERSONAL. Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.INTERPRETIVE. Students understand and interpret written and spoken language on a variety of topics.PRESENTATIONAL. Stu

38、dents present information, concepts, and ideas to an audience of listeners or readers on a variety of topicslWhat research questions might we ask now?What questions? What data? How to organize it for analysis?lIn pairs, list 3 types of data you find in this clip.lWhat research questions could you an

39、swer with this data?lHow would you organize and store the data?Online UrdulWhat skills can online instruction work with well?lWhat are some issues about language processing with online lessons that you might want to investigate?Language Institute, UW MadisonWorth Chat DatalWhat are students doing in

40、 this activity?lWhat pedagogical issues do you see?lWhat research questions could you ask?lHow might you analyze them?Keeping track of data 3lUse tables with line numbers, student talk, and codingslMake pseudonyms meaningful and appropriate to tell the storylKeep list of participant names and pseudo

41、nyms. Always use SAME pseudonymlDate each version of your workWhere to publishl1. Organization newsletters or magazinelForeign Language Educator (ACTFL)l2. Conference proceedingsl3. Refereed journalslNCOLCTL journal or language society journallForeign Language Annals (ACTFL)lModern Language Journall

42、4. Book chaptersl5. Online sources, refereed (LL&T) or notThe publication processl1. Send to editor following submission guidelinesl2. Editor reads abstract & references; maybe full manuscript; and selects refereesl3. Referees read carefully and write report to editor and authorl4. Editor makes publ

43、ication decisionWhat reviewers look forl1. Something new to offer to the professionl2. Title and abstract that serves as an advance organizer l3. Review of literature to situate this newness in the fieldl4. Clear presentation of data and not overstating resultsl5. Clear writing and engaging conclusi

44、on that reinforces what article gives readers that is newWriting a good abstractlWhich abstract best fits these criteria?Tells why study is importantTells where and how the study was doneSummarizes the findingsIs concise and clearUses key words often for search endingsFits well with the title of the

45、 manuscriptPublication decisionlAccept as islAccept with revisionlReject but encourage resubmissionlRejectFor Grant ProposalslLetters of support, individuals and organizationslStatement of why research is needed through review of the literature. Also quote from letters.lClear methods of research tha

46、t are doablelConvincing information on how research will be disseminated and used. Quotes from letters.lRealistic budget that can expect to have to cut down.lA dynamic title and a one-page summary with all these elementsFinal ActivitylWhat researchable question might you now think of addressing? lTell one action research project that you would like to do and whylHow would you use/disseminate what you learned