Active methods of teaching English in numerous groups of students
Strategies for teaching English in large groups of students. use of communication strategies in "large classes" for effective learning of English. Development of exercises taking into account the principles of differentiation, authenticity, variability.
| Рубрика | Педагогика |
| Вид | курсовая работа |
| Язык | английский |
| Дата добавления | 03.03.2021 |
| Размер файла | 328,3 K |
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2.2 Research Method
Since the research aims at bringing practical improvements in the educational context, the methodology for the research needs to be such that facilitates the practitioners' research. Action research has provided a suitable framework for ascertaining and developing knowledge through collaboration of colleagues; it is also a suitable methodology for context based and practice-driven research for practical improvement. Therefore, reference to the principle structure and approaches to action research are the dominant features of the thesis.
2.3 Data Collection Procedures and analysis
Primary data has to be collected from teacher's personal opinion and secondary data was from classroom observation or other written and published documents relevant to this study. For this study, we employed in depth interviews to the participants. We also did classroom observation to gain supporting data. In qualitative study, researcher will be the main instrument.
Collected data should be analyzed simultaneously as the data collection in progress because this is the common practice in qualitative study. O'Connor and Gibson suggest the following steps to analyze qualitative data which include a) organizing the data, b) finding and organizing ideas and concepts, c) building overarching themes in the data, d) ensuring reliability and validity in the data analysis and in the findings, e)finding possible and plausible explanations for findings, and e)an overview of the final steps.
Conclusion
The findings of this study may not shed a new insight on this issue, however this study would provide a good practical feedback to the teacher and to other English teachers especially for those teaching in similar contexts, in large classes. Further, from this study we would assume that large classes might not be the single cause of the learning ineffectiveness, low student's outcomes or students interest in learning English. These could also be caused by the lack of facilities or teachers methods in teaching. Therefore, it is worth improving teaching strategies to deal with these issues. Further it is also worth considering a wider study, for instance in one regency, to investigate general issues experienced by English teachers.
Limitations of the study
Due to the time constraint of conducting interviews and observation, this study might miss some more vital causes of why large classes became so challenging to the responding of this study. We would argue that there might be other reasons why teachers believe that large classes as the major cause of teachers' difficulty in teaching English. Also, we perceived that all of these challenges might have a connection. In other words, some problems could be caused by a single problem and a single effect could be triggered by a number of causes.
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