methodological framework imprimir.docx

8/11/2019 Methodological Framework imprimir.docx

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I. Methodological Framework

1. Methodological Approach

The methodological approach of this research is based on a mixed method

design, which in accordance with Hernandez et al (2008) represents a group of

systematic, empiric and critical procedures in investigation that imply the collection

and analysis of QUAN and QUAL data. Additionally, the authors state that both

QUAN and QUAL data must mingle during their interpretation and discussion

process, in order to make metainferences (inferences made through the

combination of both data types interpretations). In this sense, both qualitative and

quantitative data gathering techniques are used.

2. Type of Research

2.1 Definition and Features of Action Research

The current investigation is based on an action research model. There are

several definitions and traits about action research, but in the educational context,

action research is also described as a generic term to denote a wide range of

strategies conducted for improving both the educational and social system in the

schools (Latorre, 2007). In accordance with Mackernan (2008, p.112) it is “a form

of collaborative and collective self-reflective inquiry that is conducted by

participants in order to solve practical problems and to improve the quality of life in

any social setting”.

Doing action research is not a spontaneous and spur-of-the-moment action, but

it must be carried out through a systematic process. According to Latorre (2007),

action research shares the same features of any valid and good quality

investigation and as equal it has its own features, which differentiate it from other

types of investigations. Concerning the author’s view, these features are:



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a. It requires action, due to the fact that it is considered as a part of the

investigation process.

b. Its focus is placed on the values of the professional practice and on the

professional’s own values.

c. It is an investigation concerning the people, in the sense that the

professionals investigate about their own actions.

Consequently, Mackernan (2008) also illustrates a systematical view related to

the stages or procedures under which, action research is carried out:

a. Recognizing the difficulty or problem.

b. Clarifying the problem.

c. Conducting a situational analysis.

d. Creating action proposals/possible solutions.

e. Developing an action research plan and timetable.

f. Implementing and reflecting on the plan.

g. Collecting the data.

h. Gaining situational insight and understanding: explaining the data.

i. Disseminating the results.

2.2 Contributions and Benefits of Doing Action Research in

Educational Contexts

Action research is a helpful tool for teachers in the classroom context

because it contributes to both the teaching and learning process, and it is a

process that implies learning and knowing one’s own practice in the field

(Mackernan, 2008). Moreover, throughout the implementation of action research,

case-based inquiries can have a better development and a deeper significance,

because it gives more practical and realistic solutions to the participants

(Mackernan, 2008). Action research also allows the researchers to use a wide



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range of methods and techniques to carry out an investigation, and it may be

applied “from participant observation to case study and triangulation” (Mackernan,

2008, p. 130). Therefore, it contributes to diminish the dichotomy between

qualitative and quantitative methods.

3. Research Design

The current investigation is a transversal research with a quasi-experimental

design. Furthermore, the research counts on intact groups; an experimental and a

control group. The experimental group will be manipulated in an intentional way

(receive treatment or stimulus), and the control group will not receive any

treatment.

The following diagram shows, the research design explained above:

RG1 01 x 02

RG2 01 -- 02

R: random assignation, G: subject group, X: treatment, 0: pre-test and post-test, --:

stimulus absence.

In closing, the experimental group will be manipulated by the application of

interventions directed to teach the participants how to use DLLS during reading

comprehension tasks. On the contrary, the control group will not be manipulated

because any intervention directed to teach them how to use DLLS will be carriedout. However, the participants of this study will be taught the same contents and

will use the same learning material and both pre and post-tests.



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4. Variables

The variables to be explored in this research are two, an independent

variable and a dependent variable. The independent variable corresponds to the

Direct Language Learning Strategies (defined by Oxford, 1990), and the dependent

variable corresponds to Reading Comprehension (defined by Snow, 2002).

These variables are defined as followed:

a. Direct Language Learning Strategies (DLLS): This variable considers the

“Language Learning Strategies that directly involve the target language”

(Oxford, 1990, 37). Additionally, among the DLLS there are three sub

strategies, which are memory, cognitive and compensation strategies

and are linked to some learning activities such as: Creating mental

linkages, applying images and sounds, reviewing well and employing

action, Practicing, receiving and sending messages, analyzing and

reasoning, creating structure for input and output, guessing intelligently,

overcoming limitations in speaking and writing.

b. Reading Comprehension: This variable is understood as “a process of

simultaneously extracting and constructing meaning through interaction

and involvement with written language” (Snow, 2002, p 42).

5. Hypothesis

The current action research suggests that if students use DLLS when

performing in reading comprehension tasks, their reading comprehension will

improve. Therefore, the hypothesis will be expressed as followed:

“The use of Direct Language Learning Strategies by Chilean secondary

students of 1st grade, improves their reading comprehension in English as a

Foreign Language”



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6. Sample and criteria for students’ selection.

This research has a nonprobability sampling, which in accordance with

Hernandez et al. (2002) takes place when the subjects of the study cannot be

chosen randomly. On the contrary, it is the researcher who arbitrarily sets the

features to select the sampling depending on the purpose and design of the

research, as well as on the viability of it. In first place, the school was assigned by

the university in order to allow the researchers of this investigation. to fulfill their

professional internship. In second place, the courses were selected depending on

the anticipated purposes of the research and on the time table of the researchers.

Consequently, this action research has a convenience sampling, which refers to

the sampling chosen due to the viability of opportunities of working with the

participants.

6.1 Participants

The subjects of this study are Chilean secondary 1st grade students. Two

courses were selected from a subsidiary school located in Talcahuano, in which

the students have a low intermediate level of English (according to the MINEDUC,

2014).

6.1.1Learning Context of the Participants

Both courses have 4 pedagogical hours of English a week with the same

teacher, divided in two different days. The courses selected for the research are 1st

grade E and 1st grade A. 1

st Grade E. The table below shows the main features of

both courses.



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Course Number of

Students

Number of

Male

Students

Number of

Female

Students

Grade Points

Average

Best

Point

Average

Lowest

Point

Average

1st A 41 21 20 5,1 6,7 3,7

1st E 42 22 20 4,2 6,9 3,1

1st Grade E: The course is composed of 42 students, 22 male students and

20 female students. A total of 34 students failed 1st grade of secondary education

last year and there is one female student diagnosed with special educational needs

(NEE). Regarding to their non-school context, and according to their head teacher,

at least 50% of the students, have some sort of family problem (most of themdysfunctional families and financial problems).

Regarding to the students’ behavior during the English classes, in one hand

and in accordance with the observations made during a month, it has been seen

that most students have a low motivation to participate actively during the English

classes and most of the times they don’t work in the activities assigned by their

teachers. Notwithstanding, they show no violence responses and are respectful

with their teachers.

Students’ Reading Comprehension Level

The Preliminary English Test (PET) is is one of the Cambridge ESOL exams

with a difficulty level for low intermediate learners of English (B1). The PET exam counts

on three parts: Reading and Writing, Listening and Speaking. For the reading and writing

part 90 minutes are given, for the listening part 30 minutes and for the speaking part 10

minutes. http://www.examenglish.com/PET/pet_for_schools_reading4.html

Who is it for?

http://www.examenglish.com/cambridge_esol.php



http://www.examenglish.com/PET/pet_for_schools_reading4.html







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diagnostic reading comprehension test (PET sample) was taken from…and

it

The original PET reading comprehension test sample was composed of 35

questions, which were divided into 5 parts. Concurrently, part 5 was eliminated

because it was related to “Use of English”, which was not relevant for the purpose

of the diagnostic reading comprehension test that the researchers of this

investigation aimed. As a consequence, the diagnostic test was divided into 4

sections, which were equal to 25 questions (25 points).

The test The results of the test show that students’ reading comprehension

level is situated below the intermediate level. See Appendix 3.

The results of the reading comprehension test in the experimental group

were the following. The highest score reached 12 points; meanwhile the average

score reached 8 points and the lower score reached 4 points. (See the graphic

below)



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1st grade A: The course is composed of 41 students, 21 male students and

22 female students. None student has failed 1st grade of secondary education and

there are not students with special educational needs.

Regarding to the students’ behavior, and according to their head teacher,

they are mainly a much disciplined course and most of them have no major family

problems. Furthermore, with regard to the students’ behavior during the English

classes, after the observations made during a month, it has been seen that the

students are motivated to learn English, they work actively during the classes.

Additionally, these students seem to enjoy the English classes.

Students’ Reading Comprehension Level

The diagnostic reading comprehension test (PET sample) was composed of

25 questions (25 points), divided into 3 parts. The results of the test show that



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students’ reading comprehension level is situated below the intermediate level.

See Appendix 2

The results of the reading comprehension test in the control group were the

following.The highest score reached 23 points; meanwhile the average score

reached 6 points and the lower score reached 0 points. (See the graphic below)

1.1.7 Data collection



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The current action research has a sequential method for the data collection,

which in accordance with Hernández et al (2008) in a first stage QUAL or QUAN

data is collected and in a second stage the data from the other method is collected.

This methodology is expressed in the following way:

QUAN qual (Hernández et al, 2008)

Consequently, in this research a sequential methodology for the data

gathering is applied with a greater weight in the QUAN method which is expressed

in the following way:

QUAN/qual (Hernández et al, 2008)

Three data gathering instruments will be used in this study, which are:

a. Strategy Inventory for Language Learning (SILL) Versin 7.0 (Rebecca

Oxford, 1990): SILL is an inventory to assess the use of LLS defined by

Oxford (1990), which has been widely used “to assess strategy use by

EFL/English as-a-second language (ESL) learners from a large and

varied group of language and cultura l background”. (Khalil, 2005, p.11).

Oxford’s SILL Version 7.0 includes six categories of language learning

strategies, which are memory, cognitive, compensatory, metacognitive,

affective, and social. This inventory includes 50 items, each one of which

represents the six categories mentioned above. It is 5-point scale range

from “never or almost never” to “always or almost always”.

b. Reading Comprehension Test (Adapted from KET): A Reading

Comprehension PRE and POST tests adapted from KET will be used to

assess students’ reading comprehension level. In a fist stage, the testwas selected taking into consideration the level of English expected in

the students after finishing their secondary education (intermediate level

according to the MINEDUC). Therefore, an adapted PET exam was

applied to the students in order to proved this assumption and observe

students’ response to the examination. In the second stage, the results



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of the test and the observations made were analyzed and it was

concluded that there is a huge branch between the students’ level of

English and the level of English that the PET exam assess. In

conclusion, the researchers of this action research decided to use a

reading comprehension test adapted from KET.

c. Group semi-structure interview: Guarantee a major possibility to obtain

relevant information from what it wants to be investigated, because it

provides a thematic and well structure index of questions, which are

applied to the interviewees. Equally important, semi-structure interviews

provide more variability in its answers given by the interviewees and

more information to the topic studied.

APPENDIX 1

Teacher Interview



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Entrevistador: ¿Cómo definiría usted el nivel de Comprensión lectora, desempeño en inglés que

tienen los alumnos?

Profesora: El nivel que tienen ellos es buenísimo, traen un nivel bien alto en comparación con los

otros primeros medios, se puede trabajar bien. Son medios conversadores pero si uno los

encamina no es necesario hablarles ni 3 ni 4 veces sino que con unas 2 veces que se les hable sepuede trabajar bien con ellos, es un buen nivel el que tiene el 1°A.

Entrevistador: ¿Utiliza algún tipo de técnica o estrategia para ayudar a sus alumnos durante

actividades de comprensión lectora?

Profesora: Si, o sea, utilizo lo que es el skimming y el scanning. Ehhh, ovbiamente lo primero que

reconozcan los verbos los cognados y después vamos viendo por… frase o por.. párrafo y vamos

analizando yyy.. eso sería más que nada.

Entrevistador: ¿Cómo considera usted la actitud de sus alumnos durante la realización de

actividades de comprensión lectora?

Profesora: Es que con este curso, es como todo.., les gusta todo lo que yo hago, entonces no hay

como una… o sea la actitud es siempre querer aprender y querer saber y querer mejorar y estar

constantemente preguntando, les gusta trabajar, por eso ..los premio también de repente, … con

los stickers en inglés que tengo, la decisión de ellos, la actitud que tienen ellos es de querer

aprender.

Entrevistador: Con Respecto al 1° E…

Entrevistador: ¿Cómo definiría usted el nivel de Comprensión lectora, desempeño en inglés que

tienen los alumnos? 1°E

Profesora: ¡Osea!, el nivel que tienen ellos es pésimo. De hecho hay un sola, na… una sola alumna,

no, como 2 otros que se destacarían en comprensión lectora, el desempeño, el resto, son la

mayoría alumnos repitentes, y que la mayoría de ellos repitió también, repitieron y una de las

causas es el inglés, pero de comprensión lectora, bien poco.

Entrevistador: ¿Utiliza algún tipo de técnica o estrategia para ayudar a sus alumnos durante

actividades de comprensión lectora? 1°E

Profesora: Ehh, utilizo las mismas estrategias que con el 1°A, que es skimming y scanning, pero…

ehh… hay que repasar harto con ellos…, o sea desde que no saben la estructura de la oración ni

siquiera en español, así es que ahí es harto el trabajo que uno… tiene que hacer y es harto el

tiempo que uno realiza, utilizando esas mismas estrategias.

Entrevistador: ¿Cómo considera usted la actitud de sus alumnos durante la realización de

actividades de comprensión lectora? 1°E



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Profesora: Ellos se sienten… les gusta, o sea, yo.. hago que ellos trabajen bien y todo, pero …

como se llama?, son bien flojos, haarto flojos diría yo, entonces hay que estarlos chicoteando .. a

cada rato, pero la actitud es siempre positiva, de querer aprender más eso va en uno igual , como

vea a los chiquillos y todo.

APPENDIX 2



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Diagnosis Test Results 1st grade A

APPENDIX 3

PART 1 PART 2 PART 3 PART 4

STUDENTS POINTS /5 POINTS /5 POINTS /10 POINTS /5 total Expected Score

1 2 0 6 1 9 25

2 2 0 7 2 11 25

3 2 0 6 0 8 25

4 2 0 0 0 2 25

5 1 0 3 0 4 25

6 1 0 0 0 1 25

7 3 5 0 0 8 25

8 4 4 10 5 23 25

9 4 0 0 0 4 25

10 1 2 7 3 13 25

11 1 0 1 1 3 25

12 0 0 0 0 0 25

13 1 0 4 0 5 25

14 1 1 6 0 8 25

15 1 4 0 0 5 25

16 0 2 3 0 5 25

17 1 1 2 1 5 25

18 1 1 3 0 5 25

19 3 0 4 2 9 25

20 2 1 10 3 16 25

21 2 1 2 1 6 25

22 1 1 3 0 5 25

23 2 0 2 0 4 25

24 1 0 6 0 7 25

25 0 0 0 0 0 2526 2 0 3 0 5 25

27 2 0 0 1 3 25

28 2 1 7 1 11 25

29 0 1 3 1 5 25

30 1 2 0 2 5 25

31 2 1 7 0 10 25

32 1 1 3 0 5 25

33 1 4 2 0 7 25

34 0 0 0 0 0 25

35 1 0 0 0 1 25

36 1 0 4 1 6 2537 0 1 4 0 5 25

Diagnosis Test Results

Average 6

Highest Score 23

Lower Score 0



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Diagnostic Test Results

PART 1 PART 2 PART 3 PART 4

Students POINTS/5 POINTS/5 POINTS/10 POINTS/5 TOTAL Extected sco

1 0 1 3 1 5 25

2 1 0 4 0 5 25

3 2 0 6 0 8 25

4 1 0 3 0 4 25

5 3 0 6 1 10 25

6 2 0 5 0 7 25

7 1 1 9 1 12 25

8 1 2 4 0 7 25

9 2 1 6 1 10 25

10 3 2 3 0 8 25

11 2 1 4 5 12 25

12 0 0 4 0 4 25

13 4 3 0 0 7 25

14 2 2 4 3 11 25

15 2 1 2 2 7 25

16 1 0 4 2 7 25

17 4 3 0 1 8 25

18 1 1 7 1 10 25

19 3 1 5 2 11 25

20 1 0 4 1 6 2521 1 2 4 0 7 25

22 0 1 6 2 9 25

23 2 0 6 2 10 25

24 1 1 6 0 8 25

25 2 2 6 2 12 25

26 2 0 8 1 11 25

27 0 1 5 1 7 25

28 2 0 6 0 8 25

29 1 1 7 1 10 25

Diagnosis Test ResultsAverage 8

Highest Score 12

Lower Score 4

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