Action Research

Action Research

Learning of Low Proficiency Students in Mixed Proficiency Language ClassesRita Wong Yunn Jin (AP090180)Wong Siew Ching (AP090228)Topic:Learning of Low Proficiency Students in Mixed Proficiency Language Classes

Background of the study:Low proficiency students face learning problems in a mixed proficiency language classDifficulties in learning result in low self-esteemLow proficiency students become passive learners in language classes1.0 Introduction2Statement of the problem:Lessons in mixed proficiency language classes are too difficult for low proficiency studentsLow proficiency students become passive learners

Purpose/ Objective:To identify the reasons for inability of low proficiency students to cope with lessonsTo recommend ways for teachers to teach low proficiency students effectively

1.0 Introduction3Research questions:Why are low proficiency students unable to cope with lessons in a mixed proficiency language class?How can teachers teach low proficiency students effectively?

1.0 Introduction4Significance of the study:Highlight the problems of low proficiency students in mixed proficiency language classesSuggestions will be given to teachers to teach low proficiency students effectively

Scope:Students in the Faculty of Education, UTM taking UHB 1412

1.0 Introduction5Methodology for data collection:Primary dataClassroom observationQuestionnaire

Secondary dataBooksOnline articles and journals

1.0 Introduction62.0 Literature Review2.1Mixed-proficiency Language ClassesMixed-proficiency language classes have students of different leveldifferences on language learning ability, their cultural background, learning style, age, attitude to the language, mother tongue, learning experience, motivational orientation, etc (Khati, 2010:1)2.2Challenges Faced by Low Proficiency Students

Khajti (2010), in one of his ten English teachers responses towards multi-level classes, states that teachers cannot comprehend the problems of low achievers.2.0 Literature Review2.2Challenges Faced by Low-proficiency StudentsIn Farehs (2010) study on teaching English in the Arab world, she mentioned the challenges students faced regarding to the textbooks and teaching materials.level of the textbook and teaching materials are higher than their leveltextbooks were written by natives speakersIrrelevant topicCulture inappropriate reducing learners motivation / alienating them2.0 Literature Review2.3Teachers RoleLanguage teachers need to understand that everyone learns at a different pace, without assuming one students road map for learning is identical to anyone elses (Tomlinson, 1999:2). 2.0 Literature ReviewAccording to Salli-Copur (2005), a teacher needs to have understanding about every student in the class and be aware of what each is doing during the lessons. To teach effectively, teachers need to monitor and attend to the needs of every student. 2.0 Literature Review2.0 Literature Review2.4Advantages of Mixed-Proficiency Language ClassesReal language learning happens when students try to communicate with each other in a mixed-proficiency class (Sjolie, 2002).Both high and low proficiency students try harder to make each other be understood.they extend their limits, far beyond what they were capable of3.0 Research MethodologyUtilized qualitative research methodologyInterview and observations

InterviewUHB 1412 lecturerTo identify the methods used by the lecturer to teach low proficiency students3.0 Research MethodologyObservationsBoth lecturer and students of UHB 1412 classTo identify the methods used by the lecturer to teach low proficiency studentsTo identify the behaviour of the students

4.0 Findings and Discussions IObservation (Student)The behaviour of the class was different from our assumptionThe high proficiency students were not active The whole class was passive, they would only answer when their names were calledHigh proficiency students and low proficiency students were seated separatelyNo interactionStudents should be seated together (mixed)4.0 Findings and Discussions IObservation (Student)High proficiency students looked at the PowerPoint slides most of the time whereas the low proficiency students copied notes from the slides most of the time.Low proficiency students find it hard to rememberHigh proficiency students are too advanced for the lesson4.0 Findings and Discussions IObservation (Student)A high proficiency student gave a long answer when the lecturer asked a questionLow proficiency students do not respond, if they did, only with short answersLow proficiency students are not confident and they feel shy to talk in English because their command of the language is poor4.0 Findings and Discussions IObservation (Student)When exercises were givenHigh proficiency students would discuss with their friends in EnglishLow proficiency students rarely discussed, when they were discussing, they used their mother tongueLow proficiency students are not good enough in the language, feel intimidated to talk4.0 Findings and Discussions IObservation (Student)Three low proficiency students retook their speaking assessment. None of the high proficiency students need to retake.They were nervous with a lot of pausing and reference to the script.They leaned against the table and fidgeted most of the time.Low proficiency students are not confident when using the language4.0 Findings and Discussions IObservation (Student)Most of the students who were not involved in the speaking assessment did their own things talking, sleeping or reading novelThe topics are boringThe speakers are not serious enough

4.0 Findings and Discussions IObservation (Lecturer)Lecturer took attendance at the beginning of the lesson by calling out the names of the students.Did not ask why students were lateStood behind the desk all the timeThere is a separation between the lecturer and the students4.0 Findings and Discussions IObservation (Lecturer)Lecturer did nothing even though there was a student sleeping in classLecturer should have waken the student up and do some activities other than giving lecture

She divided the questions equally between both high and low proficiency studentsNo bias and students will not feel neglected

4.0 Findings and Discussions IObservation (Lecturer)When a low proficiency student gave a wrong answer, she asked a high proficiency student to give her answer. Then, she compared both answers.She does not want to give immediate correction.

She gave a summary of the whole lesson at the end of the class.Students will be able to remember better what they have learnt.4.0 Findings and Discussions IObservation (Lecturer)Lecturer took attendance at the beginning of the lesson by calling out the names of the students.Did not ask why students were lateStood behind the desk all the timeThere is a separation between the lecturer and the students4.0 Findings and Discussions IObservation (Lecturer)Lecturer did nothing even though there was a student sleeping in classLecturer should have waken the student up and do some activities other than giving lectureShe divided the questions equally between both high and low proficiency studentsNo bias and students will not feel neglected4.0 Findings and Discussions IObservation (Lecturer)When a low proficiency student gave a wrong answer, she asked a high proficiency student to give her answer. Then, she compared both answers.She does not want to give immediate correction.She gave a summary of the whole lesson at the end of the class.Students will be able to remember better what they have learnt.

4.0 Findings and Discussions IInterviewThe language gap between the low proficiency students and the high proficiency students is very wide.The low proficiency students have a lot of ideas but lack the language to express; on the other hand, the high proficiency students have the language but no ideas.So when the lecturer mixes the two groups of students, they can help each other.4.0 Findings and Discussions IInterviewBoth groups of students are passive learners and will only respond when called.Methods to teach low proficiency students:Refers to the text book if the students cannot understand so that they have something to readThe students can understand better through reading notes.Uses standard English when speaking to both groups of students.Let students be used to standard English.4.0 Findings and Discussions IInterviewMakes sure the students are mixed when they are doing group workThe high proficiency students will encourage the low proficiency students to talk more.Uses interesting activities such as debates and giving opinions and discussions. The topic for such activities would be those that would interest the studentsInteresting activities increase students enthusiasm and participation.

InterviewPays more attention to low proficiency students, E.g. Direct more questions at low proficiency students; Increase students participation and avoid feeling of neglect.Email students to correct their mistakes instead of doing so in class; Avoid feeling of embarrassment of being corrected in class and to increase confidence.See whether they understand the lesson by looking at their facial expression. Be aware of students condition.

4.0 Findings and Discussions I5.0 Conclusion and RecommendationsConclusionThe students are passive but the lecturer does not make any efforts to gain their attentionThere is no interaction between low proficiency students and high proficiency students

RecommendationsThe lecturer should direct more questions to the students to make them activeThe lecturer should appoint low proficiency students to be the group leaders in group work6.0 Description of InterventionSuggestions are given to the lecturer to:direct more questions to the students to make them activeappoint low proficiency students to be the group leaders in group work

7.0 Findings and Discussions IIObservation (Student)Students sit separately again in class, but with more interaction compared to previous observationThe lecturer gives sweets from Turkey to the students, they eat and smile to each other

Students are asked to form their groups with the condition they must mix with both classesThe lecturer puts in efforts to increase the interaction between the students7.0 Findings and Discussions IIObservation (Student)Students form their group: Males and femalesThere are only a few males in the class, so they form a group of their ownFemales choose their group members according to their racesThey do not want to be separated with their friends7.0 Findings and Discussions IIObservation (Student)The students form 5 groupsFirst group:The low proficiency students are majorityThey used their mother tongue to converseIn majority, the low proficiency students do not see the need of using English to communicateObservation (Student)First group:The low proficiency students will ask opinions from the high proficiency studentThey are dependent of the high proficiency students

One of the low proficiency students brought a English-Malay dictionaryUses it to find words that he do not know how to spellAlthough they have poor command of the language, they put efforts to improve

7.0 Findings and Discussions II7.0 Findings and Discussions IIObservation (Student)Second group:The high proficiency students are majorityUses English most of the time to discussThe high proficiency students help the low proficiency students by explaining in their mother tongueLow proficiency students are able to give their opinions as well without feeling intimidated7.0 Findings and Discussions IIObservation (Student)Third group:A combination of international students and low proficiency studentsUses English only to discuss as the international students only understood EnglishGood practice as students have to use the languageImproves their speaking skills7.0 Findings and Discussions IIObservation (Student)Fourth group:High proficiency students are majorityUses their mother tongue to converseOnly uses English when they need to write down somethingStudents feel comfortable using their mother tongueWhen using English, the high proficiency students feel that they are showing off7.0 Findings and Discussions IIObservation (Student)Fifth group:International students and low proficiency studentsUses English all the timeInternational students dominate the discussionBad practice as the low proficiency students did not get to share ideasLecturer should consider the grouping again7.0 Findings and Discussions IIObservation (Lecturer)Lecturer took attendance at the beginning of the class.She also brought sweets which was brought by her father from Turkey to share with the students. She personally passed the box to the students one by one.She has very close relationship with the students.She asked the students to divide themselves into 5 groups with a mixture of high proficiency and low proficiency students.She wants the students to have more interaction.Observation (Lecturer)The lecturer gives the students a different question for each group to discuss and present.She lets the students go outside the classroom to discussIt is because the tables and chairs in the classroom is not suitable for discussion.The questions given are very interesting:Do you want to be famous?Reading vs watching televisionWhat is fashionable?Why do women shop?Brand equals to quality?

7.0 Findings and Discussions IIObservation (Lecturer)When the students were discussing outside the classroom, the teacher came out for a short while to see whether any group had any question, then, she went into the classroom and stayed there until the time for presentation arrived.The lecturer gives space to the students so they feel more comfortable discussing with their peers. This is also to reduce any pressure that might occur if the lecturer is standing around them checking on them all the time.

7.0 Findings and Discussions II7.0 Findings and Discussions IIObservation (Lecturer)The lecturer sat at the first row of the classroom during students presentation.She did not give comment to any of the groups.She lets the students present freely so they do not have the pressure of speaking perfectly. Students can produce language naturally.She thanked all the students at the end of the last groups presentation.

8.0 ConclusionThe lecturer did not practise the suggestions given by usFurther researches and observations need to be done to assess the effectiveness of:directing more questions to the students to make them activeappointing low proficiency students to be the group leaders in group work