14th National ELT Conference
3 – 2 – 1 On Air: Participating in Radio Show to Foster Speaking Confidence in ELT Classroom Nubia Consuelo Lemos Tello
CONTEXT • IED LA CHUCUA SCHOOL• Population: 8th GRADERS • Timeline: Aug. 2009 - March. 2010
RESEARCH QUESTION To what extent can cooperative learning-based activities— participating in an online radio show—foster speaking confidence in 8th graders from La Chucua School?
OBJECTIVES •
GENERAL – To determine the effect of the interpersonal and small-group skills strategy in the enhancement of English speaking confidence in a group of eighth graders through an online radio show.
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SPECIFIC – To identify the reasons why students do not feel confident when speaking in the target language. – To create a strategy fundamented on cooperative learning principles to promote team and individual decision making interventions. –
To use students’ knowledge about radio language to develop English speaking confidence.
– To identify the influence of students’ self and peer assessment practices in the development of speaking confidence.
RESEARCH DESIGN TYPE
Individual teacher research (Ferrance, 2000)
Setting
IED LA CHUCUA SCHOOL
Participants
8th GRADERS (12 students)
Data Collection Instruments
Teachers’ Journals Audio – Video Recordings (field notes) Surveys
Resources
Technological: ShoutcastTM , Windows recorder, AudacityTM , WinampTM. Physical Virtual Room
Data Analysis Techniques
Trend analysis (Sagor, 2005), Inductive Analysis (Quinn, 2002), Grounded Theory (Corbin & Strauss, 1990)
THEORETICAL FRAMEWORK CONFIDENCE IN SPEAKING •
Brown (2007):Foreign Language Anxiety Components: – Communication Aprehension. – Negative social evaluation. – Test anxiety.
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Oxford (2002): Effects of Language Anxiety: – Harmful Anxiety. – Helpful Anxiety.
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Hughes (2002): Language and Social Interaction. – Safe Environment
SCHOOL RADIO •
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Montoya & Villa (2006): Advantages of using radio at school. – Overcoming fears Radio Language – Music, blanks, words, effects. Children Radio (n.d.): Advantages of using radio with academic purposes: – Foster Oral skills – Promote content based learning. – Contextualization. – Integration of disciplines.
SCHOOL RADIO •
Youth Radio (2008): Steps – Pre-production, production, post-production, distribution.
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Kozamernik and Mullane (2009): Impact of webcasting.
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Compaine and Smith (2001): Online radio to promote the diversity.
COOPERATIVE LEARNING •
Díaz-Barriga & Hernández (2002): Cooperative Learning to reinforce socio-affective relationship.
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Johnson, Johnson & Holubec (1999): Base groups
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Gillies (2007): Interpersonal / small group skills: – Actively listening to each other. – Stating ideas freely. – Accepting responsibilities. – Providing constructive criticism. – Taking turns. – Sharing tasks. – Making decisions democratically. – Clarifying differences.
DATA INSTRUMENTS SPECIFIC OBJECTIVE
CONSTRUCT
1
Confidence in Speaking
2
INSTRUMENT
STAGE
Initial Survey
Pre- Implementation
Teacher’s journals
Implementation
Teacher’s journals
Implementation
Final Survey
Post- Implementation
Initial Survey
Pre-Implementation
Audio-recording
Implementation
Final Survey
Post-Implementation
Speaking Confidence
Teacher ‘s Journals Audio Recordings
Implementation
Cooperative Learning
Video Recordings Final Survey
Post-Implementation
Cooperative Learning
School Radio
3
4
SAMPLES OF INSTRUMENTS
Audio –Recording form / Field Notes
AUDIO/VIDEO RECORDING FORMS / Field Notes
TEACHER’S JOURNAL
FINAL SURVEY http://www.encuestafacil.com/RespWeb/Qn.a spx?EID=553353
DATA ANALYSIS TECHNIQUES GROUNDED THEORY
INDUCTIVE ANALYSIS Quinn, M. (2002)
(Foundation)
TREND ANALYSIS Sagor, R. (2005)
(Procedure)
FINDINGS
Strauss, A. & Corbin, J. (1990)
(Coding techniques)
TREND ANALYSIS Sagor (2005) 1. What did we do?
Changes
Factors
Generic ACR Questions: Action Change Relationship
2. What changes occured regarding the achievement targets? 3. What was the relationship between the actions taken and any changes in performance on the targets?
INDUCTIVE ANALYSIS Quinn (2002) All the elements identified (patterns, categories and themes of analysis) emerge from the data, instead of imposing before data collection.
CODING TECHNIQUES Strauss & Corbin (1990)
Open Coding Process of breaking down, examining, comparing, conceptualizing and categorizing data.
Axial Coding
Process of identifying connections among the categories.
Selective Coding Process of selecting the core category (ies), validating its relationships with the other categories.
ANSWERING ARC QUESTIONS ACR Question 1: What did I do? 1) Allocating time PLANNED TME
REAL TIME
Implementation: 2160 hours August – November 2009 2 weekly sessions: 80 min.
August: 8 sessions September: 8 sessions October: 7 sessions November: 4 sessions
Implementation: 1920 hours August 2009; February – March 10th, 2010 2 weekly sessions, 80 each (Three lessons): August: 8 sessions September: 8 sessions February: 6 sessions March: 2 sessions
30% Giving input (576 hours) 40% Planning shows (768 hours) 10% Recording (192 hours) 20% Editing shows (384 hours)
ACR Question 1: What did I do? 2) Looking for patterns SPECIFIC OBJECTIVE
1
INSTRUMENTS
Initial Survey
STAGE
Pr.
FINDINGS
40% students do not like interacting in the target language, 55% because of classmates reactions (laughing), 25% because the other people do not understand (pronunciation), 15% teacher corrects pronunciation, 5% others. Reasons of students fears 80% students feel that their pronunciation is not good. 20% They feel they do not have enough vocabulary and do not have opportunities to practice.
ACR Question 1: What did I do? 2) Looking for patterns – Emerging categories.
ACR Question 2: What changes occured regarding the achievement targets? CATEG.
P R O N U N C I A T I O N
INITIAL SURVEY
Reason lack of confidence 68%)
LESSON 1
Not relevant in all the groups. (Just doing the activity)
LESSON 2
Questions of the teacher about pronunc.
LESSON 3
More confident pronun. in daily speech (greeting, opening and closing the show).
FINAL SURVEY
Helped to improve Speaking confidence (42%): The way to listen to the others changed. Feelings of being helped Learning pron. by repeating.
ACR Question 2: What changes occured regarding the achievement targets?
CATEG.
P R A C T I C E
INITIAL SURVEY
Students’ reactions when listening: Reason for no interaction (55%)
LESSON 1
Video Recording: Need to review the lines. More practice required.
LESSON 2
T. Journal: Small chunks allow repetition
Groups ask for doing the show before recording
LESSON 3
T. Journal Instead of laughing, peer correcting Practice without recording, recordinglistening to, new recording
FINAL SURVEY
33% Feel more confident: Opportunity of practice
Motivation to practice more in group. Fears reduction
ACR Question 3: What was the relationship between actions taken and any changes in performance on the targets? - PARADIGM MODEL in AXIAL CODING (Strauss & Corbin, 1990) PRONUNCIATION
ACR Question 3: What was the relationship between actions taken and any changes in performance on the targets? - PARADIGM MODEL in AXIAL CODING (Strauss & Corbin, 1990) PRACTICE
ACR Question 3: What was the relationship between actions taken and any changes in performance on the targets? SELECTIVE CODING (Strauss & Corbin, 1990) Pronunciation Concerns Listening to each other
Pronunciation Awareness
Helping each other Expansion of vocabulary
Categories
Need of Practice Opportuniy of Practice
Practice Awareness
Practicing together Learning Together
FINDINGS To what extent can cooperative learning-based activities—participating in an online radio show—foster speaking confidence in 8th graders from La Chucua School? Cooperative learning-based activities: 1.
Allowed students to identify a. Reasons that explain lack of speaking confidence b. Needs required to increase it. (Anxiety: Brown, 2007; Oxford, 2002)
2.
Helped participants to change their attitudes and assist each other (Interpersonal and Small-Group skills: Gillies, 2007)
FINDINGS To what extent can cooperative learning-based activities—participating in an online radio show—foster speaking confidence in 8th graders from La Chucua School?
The Radio show:
a. Was an appealing opportunity to use students knowledge and language to develop English speaking confidence b. Allowed participants to work on their pronunciation needs, derived from their explicit concerns related to speaking confidence at earlier stages of the project (Overcoming fears: Montoya & Villa, 2006; Advantages of radio: Children Radio)
CONCLUSIONS 1.
Students’ awareness and reflections: Reasons of lack confidence and solutions.
2.
Cooperative learning: strategy to promote learner autonomy (decision making and identification of strengths).
3.
Application of students’ previous knowledge of radio for academic purposes and relationship (attitudes for listening)
4.
Positive influence of Self and peer assessment: Interaction, changing their attitudes from intimidating to one more constructive levels
CONCLUSIONS LIMITATIONS - Time - Change of the groups - Technical
FURTHER RESEARCH - Target group - Multilevel group - Focusing on oral skills - CLIL project : Cognitive Academic Language Learning Approach (CALLA) * Language * Content: Radio Language
CONTACT INFORMATION Email colechao74@gmail.com
Radio station main platform: http://consuelolemosandkids.listen2mymusic.co m
Research blog (and radiostation) http://consulemos.blogspot.com
REFERENCES •
Burns, A. (2003). Getting started. Collaborative action research for English language teachers. UK: Cambridge University Press, 70.
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Johnson, B. & Christensen, L. (2008). Data Analysis in Qualitative and mixed research. Educational Research. U.S.A: SAGE, 531, 552-556.
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Mills, G. (2007). Data collection techniques. Action research. A guide for the teacher researcher. New Yersey: Pearson, 57.
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Norton, L. (2009). Action research in teaching and learning. Great Britain: Routledge, 115-154.
REFERENCES •
Brown, D. (2007). Principles of language learning and teaching. U.S.A: Pearson.
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Children and Radio (n.d.) Radio in schools. Children and radio. [web page]. Retrieved April 26, 2009, from: http://www.childrenandradio.org.uk/radioinschools.htm
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Chou, Y. (2004). Promoting learners’ speaking ability by socio affective strategies. The Internet TESL Journal, Vol. X No. 9. Retrieved April 26, 2009, from: http://iteslj.org/Articles/Chou-Socioaffective.html
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Diaz-Barriga, F. and Hernandez, G. (2007).. Estrategias docentes para un aprendizaje significativo. Mexico: McGraw Hill.
REFERENCES •
Educational Broadcasting Corporation (2004). Cooperative and collaborative learning. [web page]. Retrieved May 9, 2009, from http://www.thirteen.org/edonline/concept2class/coopcollab/in dex.html
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Hughes, R. (2002). The Problem of real speech. Teaching and Researching: Speaking. U.K.: Pearson, 50.
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Montoya, A. & Villa, L. (2006). Radio Escolar. Bogotá: Paulinas: Centro de Comunicación Social.
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Oxford, R. (2002). Anxiety and the Language Learner. In: Arnold, J. (2002). Affect in Language Learning. U.K.: Cambridge University Press, 59.
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Quinn, M. (2002). Conceptual Issues in qualitative inquiry. Qualitative research and evaluation methods. U.K: SAGE, 55
REFERENCES •
Sagor, R. (2005). Analyzing the data. The Action Research guidebook. U.K: SAGE, 109 - 128
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Smith, B. & Mc Gregor, J. (1992). What is Collaborative Learning? [pdf document]. Retrieved May 9, 2009, from http://learningcommons.evergreen.edu/pdf/collab.pdf
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Strauss, A. & Corbin, J. (1990). Coding procedures. Basics of Qualitative Research: Grounded theory, procedures and techniques. London: Sage Publications.
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Youth Radio (2008). Media Production Technique. Teach Youth Radio [Online Magazine]. Retrieved April 26, 2009, from: http://www.youthradio.org/oldsite/fourthr/productiontechniques.sht ml
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Zubiría, M. (2005). Aprendizaje significativo: La psicología educativa aplicada en el salón de clases. Enfoques pedagógicos y didácticas contemporáneas. Colombia: FIPC – Alberto Merani, 144.