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RESEARCH PROJECT: EFFECTS OF OVERPOPULATION ON INTERMEDIATE ENGLISH II GROUPS AT THE WESTERN MULTIDISCIPLINARY CAMPUS OF THE UNIVERSITY OF EL SALVADOR
PRESENTED BY: BRENDA VERNICA BATRES GALN ADRIANA LUCA ESTRADA MORALES MOISS EZEQUIEL LPEZ GARCA JOS ALBERTO GIRN SANTAMARA
INDEX
INTRODUCTION ................................................................................................................. vi ABSTRACT ........................................................................................................................ viii CHAPTER I STATEMENT OF THE PROBLEM ................................................................ 9 1.1 1.2 Description of the Problem ...................................................................................... 9 Objectives .............................................................................................................. 11 General Objective ........................................................................................... 11 Specific Objectives ......................................................................................... 11
CHAPTER II THEORETICAL FRAMEWORK ................................................................. 14 2.1 Large Classes ......................................................................................................... 14 Age ................................................................................................................. 15 Level ............................................................................................................... 15 Classroom ....................................................................................................... 16
Large classes in English Language Teaching ........................................................ 17 Communicative Competence and the Four Macro Skills ...................................... 18 Macro Skills.................................................................................................... 19
2.3.1 2.4
2.5
Drawbacks of Large Classes in English Language Teaching ................................ 21 Class size and students performance ............................................................. 23 Large Classes and the effectiveness of teaching ............................................ 23 Teacher-based problems ................................................................................. 24 Student-based Problems ................................................................................. 24 Curriculum-based Problems ........................................................................... 25
Alternatives ............................................................................................................ 25 Organizing the Physical Environment ............................................................ 27 Building the Psycho-Social Environment....................................................... 27 Planning Lessons ............................................................................................ 27
CHAPTER III METHODOLOGY ...................................................................................... 30 3.1 3.2 3.3 Paradigm, Type of Study, and Design ................................................................... 30 Sampling Procedure ............................................................................................... 31 Preliminary Phase .................................................................................................. 31 Approaching the Field of Study...................................................................... 32 Diagnostic Study ............................................................................................ 32 Definition of the Problem ............................................................................... 33
3.4.1
Visualization of the Study .............................................................................. 35 Data Collection Instruments ........................................................................... 35 Validation of Data Collection Instruments ..................................................... 36 Validity and Reliability .................................................................................. 36 Ethical Aspects ............................................................................................... 37
Execution Phase ..................................................................................................... 37 Data Collection Procedure .............................................................................. 37 Data Processing .............................................................................................. 38 Data Interpretation and Analysis .................................................................... 38
3.6.1 3.6.2
INTRODUCTION
The present research project is focused on the Effects of Overpopulation in Intensive Intermediate English II Groups of the Western Multidisciplinary Campus of the University of El Salvador, Semester I-2014. In this research study, the researchers will focus on collecting meaningful, trustworthy data to analyze how large classes may hinder the teaching and learning process. Thus, this project is divided into four chapters, the first of which includes a meticulous description of the problem previously diagnosed throughout two different questionnaires one for students and one for teachers. Besides, this chapter contains a general objective and a set of specific objectives, which will lead the researchers throughout the execution of the investigation. Also, chapter I includes the justification of the project in which the researchers set the reasons and importance why to study the phenomenon. Finally, this chapter details the scope of the research the target population, the techniques and tools to be used, the resources to be taken into consideration, and the viability of possibility for the study. Chapter II, in addition, contains the literature review upon which the researchers will conduct the study. The theoretical framework first defines the concept for large classes considering important aspects as age, level, and classroom. It also includes relevant information on how language classes are affected by overpopulation. Moreover, this chapter encompasses a little summary of the communicative competences and the four macro skills involved in second language teaching and learning. More importantly, the theoretical framework points out some of the most common drawbacks students and vi
teachers face when in large classes. Eventually, chapter II provides a set of recommendations and alternatives that can help both students and teachers cope with overcrowded classes. Furthermore, a table containing the hypothesis and the operationalization of its variables is presented in chapter III. Such table details each of the units of observation found in the hypothesis as well as the independent and dependent variables. Also, each of the variables is briefly defined and branched out into a number of indicators that enabled the researchers to design effective instruments. Chapter III, also, includes the instruments to be used for the collection of data and the time allotted to the administration of each of the tools. The last chapter brings together the type of study, the sampling procedure, and the preliminary, planning and execution phases. In other words, this chapter includes the methodology to be followed throughout the investigation. Among the most relevant stages that this chapter contains is the preliminary phase, which describes how the researchers approached the field of study to diagnose and define the problem. The planning phase, also, summarizes the theoretical framework, the operationalization of variables, data collection instruments, the ethical aspects to be considered when investigating, among others. Finally, the execution phase compiles the data collection procedure, data processing, and data interpretation and analysis; moreover, it contains a detailed, tentative timetable and budget to which the researchers will adjust during the development of the investigation. Finally, all the instruments to be used for this proposal are presented at the end in the appendixes section.
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ABSTRACT
The research project Effects of Overpopulation in Intermediate English II Groups at the Western Multidisciplinary Campus of the University of El Salvador sums up the factors that Intensive Intermediate English students face in the classroom. The main objective of the research is to determine how overpopulation affects students and teachers of Intermediate English II at the Western Multidisciplinary Campus of the University of El Salvador, during semester I-2014. According to some experts, foreign language acquisition is best acquired when groups are small; in this way, students can improve the development of their language skills in which they present more problems or difficulties, and teachers can focus more on helping students shape each skill. In order to test the hypothesis, Large classes affect Intermediate English II students at the Western Multidisciplinary Campus of the University of El Salvador in the development of the four macro skills and in the teaching process, during semester I-2014, the researchers will conduct a non-participant observation under the quantitative paradigm. Through a causal comparative study, Intensive Intermediate English II students are going to be observed by the researchers during the different activities carried out by teachers to enhance students listening, speaking reading and writing skills. Moreover, the researchers will use different instruments to collect data which will be organized in graphs and tables; this will allow the researchers to make a deep analysis on the results. Finally, the sample population will be composed of four Intermediate English II groups.
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The amount of students in a class affects learning because sometimes it is difficult to pay attention.
It is difficult to participate when the amount of students in a class is big because teachers do not have enough time to listen to all students opinions.
The larger the group, the more difficult it is to pay attention to all students. If the class were smaller, the assistance that the teacher gives to students would be better. From students perspective, this phenomenon does not allow the process to be
effective. Indeed, some students point out that teachers demand high levels of accuracy when listening, speaking, reading, or writing, but there is not enough time to practice in the class due to overpopulation. On the other hand, teachers of intermediate English I of the Western Multidisciplinary Campus believe that this problem does not provide students with the necessary tools to develop the four macro skills to the fullest (Appendix 2). Teachers state that this problem has been faced during many years, but now, it is getting worse. However, teachers agree that something has to be done and that the teaching-learning process cannot wait until the perfect conditions appear. In other words, teachers assure that something must be done out of the conditions that exist. Certainly, students and teachers opinions towards overpopulation on intermediate English I groups were very similar: it clearly affects the teaching-learning process and does not let students develop their four macro skills effectively since they do not have enough time to practice their reading, speaking, listening, and writing abilities in class.
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Therefore, this research is aimed to find an answer to the following question: How does overpopulation on intermediate English II groups at the Western Multidisciplinary Campus of the University of El Salvador affect the teaching and learning process during semester I2014?
1.2 Objectives
1.2.1 General Objective
To determine how overpopulation affects students and teachers of Intermediate English II at the Western Multidisciplinary Campus of the University of El Salvador during semester I, 2014.
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1.3 Justification
This research project focuses on the overpopulation of the intensive intermediate English II groups at the Western Multidisciplinary Campus of the University of El Salvador. In order to provide recommendations to avoid this phenomenon, the researchers will investigate how overpopulation affects students performance in the teaching and learning process. This research will contribute to determine in what ways large classes affect the development of the intermediate English II courses. More importantly, this project will actually provide reliable information on how this phenomenon happens and on what teachers can do to adapt their classes to a great number of students in the foreign language department of the University of El Salvador at the Western Multidisciplinary Campus. With this investigation, the researchers will also find out whether intermediate English II students are being taught with the appropriate teaching methods and tools so that every single student in the classroom may acquire the necessary knowledge and competences to be proficient both in their major and in life in general. Thus, by means of analyzing the results carefully, the researchers will provide students and teachers with trustworthy recommendations on how to cope with large classes in an English language teaching environment so that the teaching-learning process not be hindered by this phenomenon. Indeed, this research project aims to help not only the target population but also other researchers interested in finding a solution through further probes.
carry out this investigation, the researchers will make use of a variety of techniques and tools so that meaningful data be collected. Among the instruments to be used throughout the investigation are checklists, questionnaires, interviews, and mere observation. As time is an important source, the researchers will administer it with great care; that is, the researchers will attempt to save as much time as possible when conducting the research. In this regard, the time allotted for the investigation will depend on the subjects being studied, for this can turn to be either a long research or a short one. Thus, no research can be conducted without relying on one of the most important aspects: money. The researchers will take care of this resource by means of administering a variety of techniques and tools that do not require too many expenses. Eventually, the viability of possibility for this research is highly striking, for the phenomenon to be studied has been coped with along recent years up to date. Besides, the importance of conducting this probe relies a lot on the fact that this phenomenon is faced by both students and teachers who are concerned with the teaching-learning process in each of the Intermediate English II groups. Moreover, this project will provide the investigators with meaningful knowledge to conduct quantitative researches.
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other words, teachers who normally teach twenty-five or fewer students may feel a class of thirty-five students large and overwhelming. Watson (2006) agrees that perceptions of class size are subjective. For instance, if a teacher is used to teaching classes of twenty students, he or she will often say that thirty students is a large class; but for another teacher whose regular class size is forty students, an overcrowded class might comprise sixty students. Furthermore, overpopulated classes can also be analyzed by means of some other important aspects as the following.
2.1.1 Age
A class might be classified as large or overpopulated in terms of age. It is not the same to work with a group of teenagers as to work with a group of grown-ups around the age of twenty-five. More notably, the attention that children demand in a class is not the same as the treatment that teenagers call for. In other words, large classes when working with children are not exactly like overcrowded classes when teaching teenagers or even adults. Therefore, age does play an important role when attempting to define large classes.
2.1.2 Level
Defining a large class can also be affected by level. Teachers in charge of a high school class may not see large classes in the same manner as teachers in charge of kindergarteners. Moreover, a large class at kindergarten may not be perceived as overcrowded for teachers in charge of higher levels. That is, no definition of large classes can be stated putting aside the level of teaching.
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2.1.3 Classroom
Moreover, class size can also be determined by classroom size. It means that the physical surroundings do matter when assuming a class as large. If there are many students in class but the classroom is big, it is hard to state whether the class is large or not. However, if there are considerably few students in a class and the classroom is small, teachers might be tempted to state that such class is large. All of the previous variables make it impossible to definitively state how large a class must be to be considered large. However, many researchers have tried to give answer to how large should be considered as large in terms of class size. Table 1, presented by Watson (2006), shows what some authors have found out in this regard after carrying out some investigations in different parts of the world and, therefore, in different contexts. Nevertheless, the author points out that the results do not aim to state the size of classes to be considered large; indeed, other teachers may have very different ideas depending on the environment and the nature of the subject they teach. Table 1: Some Minimum Sizes of Large Classes
Authors Barker (1976) Chimombo (1986) Dixon (1986) Finocchiaro (1989) George (1991) Hayes (1997) Holliday (1996) Hubbard et al. (1983) Li (1998) Long (1977) Nolasco & Arthur (1986) Safnil (1991) Samuda&Bruton (1981) Touba (1999) Minimum Size of Large Classes 55 50 40 65 60 50 50 45 50 60 40 60 40 60
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Certainly, there is not a universally accepted definition for large classes. And researchers who attempt to decipher the size for large class seem not to get into an agreement. Therefore, the definition of large classes just depends on the environment, country, and context in which the teaching-learning process occurs and on the kind of students and teachers that are part of such process.
give diversity and student interaction and small enough to give students many chances to participate and to get individual attention. In that sense, most language classes are relatively large. The size of large ELT classes, according to Ahmadin (2012), is a problem that prevents the learning of the second or third language from happening in such an effective manner. Therefore, his approach of a class made up of twelve to fifteen students seems to be an adequate and appropriate way to go. Nevertheless, there may be many factors that cause this phenomenon; and one of the most common ones is lack of resources mainly in developing countries as El Salvador.
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teaching a language class; however, these four cornerstones of language learning can sometimes be hindered when classes are overpopulated.
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Reading skills are also affected when students do not have the time required to practice in the classroom. Richards (2001) states that what most teachers do in language classes is to avoid including activities to shape reading skills. Therefore, this prevents students from understanding written texts in context. Furthermore, writing is the fourth of the macro skills involved in second language learning. In the words of Richards (2001), the idea that writing is simply speech written down and, therefore, not worthy of serious attention has been replaced by a much more complex view of the nature of writing with the growth of composition studies in the field of second language learning.
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21
22
The previous table confirms that difficulties presented in second language learning in large classes do not depend just on the size of the class but on a number of problems that are branched out from overcrowded classes. For example, if receiving corrective feedback is a crucial factor in second language learning, then the difficulties of giving useful feedback in large classes could be one remarkable cause of any adverse effects on learning in overcrowded classes. The effects of large classes in a second langue learning environment can be further analyzed from the perspective of both students and teachers separately. According to Carpenter (2006), there are significant disadvantages to large classes, most of which falls into the following sub-topics.
in the learning process by participating in discussion and collaborative activities. Overall, the results of recent studies concerning the effectiveness of teaching methods favor constructivist, active learning methods. From that basis, large classes stand for an enormous disadvantage in language teaching.
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Certainly, in a way or another, large classes bring a vast number of problems to students learning. And it is more complicated in a subject whose nature demands total exposure of students to the target language in both space and time. Therefore, English language teaching environments should not be immersed in overcrowded classes, for the development of every activity seems to affect the teaching-learning process in a big manner.
2.6 Alternatives
In spite of all researches on this phenomenon overpopulated classes and the results that most investigations provide, teachers cannot remain reluctant to it. That is, teachers do not simply have to wait for changes in reality but to take the best out of the situation. Indeed, studies have shown that something can be done in order that large classes not be so harmful for students development of skills. Indeed, Watson (2006) presents a table with a selection of suggestions that researches have shown in regards to specific problems. 25
26
Unquestionably, there is much to be said in regards to overpopulated classes. Indeed, this phenomenon has been object of constant research. However, it is important to mention that despite the many recommendations that investigations provide, the problem of teaching large classes seems to be a never-ending phenomenon. Therefore, what teachers can do is to adjust their lessons to the conditions in which they teach by taking into consideration what experts have found in this regard. More importantly, teachers development in large classes is determined by their attitude to give their best every time they teach a lesson.
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teaching and learning process. Observation, indeed, will be carried out by making use of checklists, observation guides, rating scales, and questionnaires; all these instruments will help the researchers to gather detailed data based on students and teachers behaviors. More importantly, to measure students development of the four macro skills, the researchers will design some tests focused on assessing students learning of the target language in each of the skills listening, speaking, reading, and writing.
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at the University of El Salvador who were chosen at random. Those teachers let investigators know that overpopulated classes are a very serious problem that may have a negative impact on the development of their classes. Certainly, the two questionnaires administered were of great importance for researchers to get a preliminary diagnosis of the phenomenon. That diagnosis is going to lead investigators throughout the whole study.
researchers focused more on the disadvantages that large classes present since the aim of this proposal is to determine the effects of overcrowded classes. Eventually, the researchers considered important to include a number of alternatives to be taken into account when coping with overpopulation in a language class. Of course, the investigators took such suggestions from previous studies carried out by experts. Certainly, building the theoretical framework helped the researchers have an overall view on the phenomenon which, later, will lead them to conduct the investigation itself.
10), an observation guide (see Appendix 11), an interview (see appendix 12), and a rating scale (see appendix 13) in order to find out the effects of overcrowded classes on the teaching process. All these instruments will be administered to intermediate English II students and teachers of the Western Multidisciplinary Campus of the University of El Salvador.
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For the results to be reliable, the researchers will make sure that the items of the instruments are consistent and provide good measurement. Therefore, the investigators will make use of the internal consistency method of reliability. Finally, the researchers will be careful when estimating the number of items per each instrument in order not to lead to factors that affect reliability.
3.5.1
After elaborating and validating the instruments questionnaires, rating scales, and observation guides - the researchers will administer them to the three clusters selected out of the five intensive intermediate English II groups. To administer such tools, the investigators will ask, through written documents, the head of the Foreign Language Department and all teachers and students involved in the investigation for the permission to conduct observations. The researchers will fill in observation guides, Likert scales, and rating scales by observing students and teachers behaviors in class and also by observing students development of the four macro skills. On the other hand, to administer 37
questionnaires and interviews, the researchers will provide the target population with printed questions to be answered. When all the tools are answered, the investigators will check them one by one to avoid any misunderstanding in further analyses.
3.5.2
Data Processing
To analyze and organize all the data collected through the different tools, the researchers will make use of the SPSS software which will help them maximize time. Besides, the investigators will utilize Microsoft Excel 2010 to generate frequency tables and graphs from each of the tools administered. Also, since the researchers will conduct a quantitative research, the data will be processed and analyzed after collecting every piece of information from all the instruments.
3.5.3
All the data gathered by researchers will be classified, organized, and analyzed in order to triangulate the results obtained through the tools administered. The investigators will triangulate intensive intermediate English II students opinions on the problem, intensive intermediate English II students development of the four macro skills, and intensive intermediate English II teachers opinions. These data will be gathered at the Western Multidisciplinary Campus of the University of El Salvador, semester I-2014. The researchers will analyze and interpret the data collected with the help of graphs and tables for a clearer understanding of the results.
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3.6.1
Timeline
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3.6.2
Budget
SUPPLIES
Type of supply
Cost per item $0.15 $0.15 $ 6.00 black ink, and $18.00 color ink $ 5.00 $1.00 $1.00 $ 20 (black) and $25 color
Number of items 10 10 2 2 1 1 1
Office supplies
Total: $84.00
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SERVICES Service Photocopies Internet Other expenses $100.00/ student (food, transportation, and electricity) Total: $580.00 TOTAL BUDGET EXPENSES: $664.00 $500.00 Cost $0.025 / page * 2000 copies $30.00 a month Total $50.00 $30.00
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REFERENCES
Ahmadin, D. (2012).English language teaching in large class.Language-Edu. Retrieved from http://inggrispascaunisma.com/wpcontent/uploads/2013/02/02_DimjatiAhmadin _2012.pdf Carpenter, J. (2006).Effective teaching methods for large classes. pp. 13,14. Retrieved fromhttp://class.web.nthu.edu.tw/ezfiles/669/1669/img/1381/7.Effectiveteachingmetho dsforlargerclasses.pdf Elango, K. (2012). Large classes: boon or bane for teaching learning activities?LanguageEdu. Retrieved from http://inggrispascaunisma.com/wpcontent/uploads/2013/02/02 _DimjatiAhmadin_2012.pdf Giffith Institute for Higher Education.Teaching large classes: challenges and strategies. Retrieved from http://www.griffith.edu.au/__data/assets/pdf_file/0007/118924/GPGtlc.pdf Hymes, Dell H. (1972): On communicative competence. In J. B. Pride and J. Holmes, eds., Sociolinguistics. Baltimore: Penguin Books, 269-293. Richards, J. (2001). 30 years of TEFL/TESL: a personal reflection. SEAMEO Regional Language Centre. Singapore. Shamin, F., Negash, N., Chuku, C., &Demewoz, N. (2007). Maximizing learning in large classes. Retrieved from http://www.teachingenglish.org.uk/sites/teacheng/files/ELT16-screen.pdf UNESCO.(2006). Practical tips for teaching large classes. Retrieved from
http://unesco.org.pk/education/icfe/resources/res15.pdf 42
Uso,
E.
&Martnez,
A.
(2006):
Approaches
to
language
learning
and
teaching: Towards acquiring communicative competence through the four skills. Retrieved from http://rua.ua.es/dspace/bitstream/10045/10400/1/RAEI_21_09.pdf Watson, R. (2006, August). Why investigate large classes?. Retrieved from
http://arts.kmutt.ac.th/sola/rEFL/Vol9_Reflections_Large_Classes.pdf
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APPENDIXES
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
APPENDIX 1
QUESTIONNAIRE ADDRESSED TO INTERMEDIATE ENGLISH II STUDENTS Objective: To diagnose whether or not intermediate English II classrooms are overpopulated Directions: Choose the answers that best suit you. 1. Do you think the amount of students in your English class affects your learning?
1. Yes 2. No
Why?____________________________________________________________________ _________________________________________________________________________ 2. How many classmates would you like to have in your English class? _________________________________________________________________________ 3. How do you consider the size of your English class?
1. Appropriate 2. Inappropriate
4. Do you have enough time to participate in all the activities of your English class?
1. Yes 2. No
Why?____________________________________________________________________ _________________________________________________________________________ 5. Do you consider that your English teacher covers all his or her students needs?
1. Yes 2. No
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
APPENDIX 2
QUESTIONNAIRE ADDRESSED TO INTERMEDIATE ENGLISH II TEACHERS Objective: To diagnose whether or not intermediate English II classrooms are overpopulated Directions: Choose the answers that best suit you.
1. Do you consider that the amount of students in your English classes affects the effectiveness of your classes?
1. Yes 2. No
Why?____________________________________________________________________ 2. According to your teaching experience, how many students should an ideal English classroom have? _____________________ Why?____________________________________________________________________ 3. How do you consider the size of your Intermediate English?
1. Appropriate 2. Inappropriate
5. Are you sure that all your students participate in all the activities assigned?
1. Yes 2. No
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
APPENDIX 3
LIKERT SCALE (LARGE CLASSES) Objective: To find out how large Intermediate English II classrooms are Directions: Choose the most suitable option based on your observation.
1. NUMBER OF STUDENTS
1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree
3. DISCIPLINE
1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree
4. CLASSROOM SETTING
1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree
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5. SPACE
1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree
6. VISIBILITY CONDITIONS
1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree
7. HEARING CONDITIONS
1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree
8. NOISE
1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
APPENDIX 4
QUESTIONNAIRE ADDRESSED TO INTERMEDIATE ENGLISH II STUDENTS (LARGE CLASSES) Objective: To find out how large Intermediate English II classrooms are Directions: Choose the answers that best suit you.
2. Does your English teacher assign the ideal time to every activity in class?
3. Yes 4. No
5. Are you satisfied with the grades you are getting in your English exams?
1. Yes 2. No
6. Do you think you have enough room to move around while performing activities?
1. Yes 2. No
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8. Do you think the didactic material your teacher uses has the correct size?
1. Yes 2. No
UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
APPENDIX 5
OBSERVATION GUIDE (LARGE CLASSES) Objective: To find out how large Intermediate English II classrooms are Directions: Fill in the spaces according to what you observe.
Category
1. Limited Effectiveness
2. Considerable Effectiveness
1. Amount of Students
3. Discipline
4. Setting
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5. Space
6. Visibility Conditions
7. Hearing Conditions
8. Noise
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
APPENDIX 6
OBSERVATION GUIDE (MACRO SKILLS) Objective: To find out how large classes affect students proficiency Directions: Fill in the spaces according to what you observe.
Category
1. Limited Effectiveness
2. Considerable Effectiveness
1. Accuracy
2. Fluency
3. Listening Comprehension
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4. Reading Comprehension
5. Coherence
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
APPENDIX 7
RATING SCALE (MACRO SKILLS) Objective: To find out how large classes affect students proficiency Directions: Fill in the spaces according to what you observe. 1. Number of times in which students make mistakes:
1. 0 5
2. 6 10
3. 11 15
4. 16 20
5. More than 20
1. 0 5
2. 6 10
3. 11 15
4. 16 20
5. More than 20
3. Number of times in which students ask the teacher to repeat any statement:
1. 0 5
2. 6 10
3. 11 15
4. 16 20
5. More than 20
1. 0 5
2. 6 10
3. 11 15
4. 16 20
5. More than 20
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1. 0 5
2. 6 10
3. 11 15
4. 16 20
5. More than 20
1. 0 5
2. 6 10
3. 11 15
4. 16 20
5. More than 20
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
APPENDIX 8
INTERVIEW ADDRESSED TO INTERMEDIATE ENGLISH II STUDENTS (MACRO SKILLS) Objective: To find out how large classes affect students proficiency Directions: Choose the answers that you get from the respondents.
1. Are you getting the results you expect in your English evaluations?
1. Yes
2. No
1. Yes
2. No
1. Yes
2. No
4. Do you need to listen to an audio track more than twice to understand it?
1. Yes
2. No
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1. Yes
2. No
1. Yes
2. No
1. Yes
2. No
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
APPENDIX 9
QUESTIONNAIRE ADDRESSED TO INTERMEDIATE ENGLISH II STUDENTS (MACRO SKILLS) Objective: To find out how large classes affect students proficiency Directions: Choose the answers that best suit you.
1. Yes
2. No
1. Yes
2. No
1. Yes
2. No
1. Yes
2. No
1. Yes
2. No
59
1. Yes
2. No
1. Yes
2. No
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
APPENDIX 10
QUESTIONNAIRE ADDRESSED TO INTERMEDIATE ENGLISH II TEACHERS (TEACHING PROCESS) Objective: To find out how large classes affect the teaching process Directions: Choose the answers that best suit you. Be as objective and honest as possible.
Why? ____________________________________________________________________ _________________________________________________________________________ 2. Do you consider that the test results students get are affected by the amount of students in the class?
1. Yes 2. No
Why? ____________________________________________________________________ _________________________________________________________________________ 3. Do you think large classes promote students bad behaviors in a class?
1. Yes 2. No
Why? ____________________________________________________________________ 61
Why? ____________________________________________________________________ _________________________________________________________________________ 6. Do you think the size of the classrooms is appropriate for English classes?
1. Yes 2. No
Why? ____________________________________________________________________ _________________________________________________________________________ 7. Do you develop every single activity planned in the lesson?
1. Yes 2. No
Why? ____________________________________________________________________ _________________________________________________________________________ 8. Is it viable for you to build rapport in an overcrowded class?
1. Yes 2. No
9. Do you think the amount of students limits the time for every activity?
1. Yes 2. No
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11. Do you make sure that your students are working in the given tasks?
1. Yes 2. No
12. Do you take into account the amount of students in your class when assessing?
1. Yes 2. No
APPENDIX 11 63
UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
OBSERVATION GUIDE (TEACHING PROCESS) Objective: To find out how large classes affect the teaching process Directions: Fill in the spaces according to what you observe.
Category
1. Limited Effectiveness
2. Considerable Effectiveness
1. Time Management
2. Class Management
3. Classroom Setting
4. Space
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6. Flow of Activities
7. Error Correction
8. Monitoring
9. Assessment
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
APPENDIX 12
INTERVIEW ADDRESSED TO INTERMEDIATE ENGLISH II TEACHERS (TEACHING PROCESS) Objective: To find out how large classes affect the teaching process Directions: Choose the answers that you get from the respondents. 1. Is it important for teachers to adjust to the time assigned to each activity?
1. Yes 2. No
Why? ____________________________________________________________________ _________________________________________________________________________ 3. Do all your students pay attention to your explanations?
1. Yes 2. No
Why? ____________________________________________________________________ _________________________________________________________________________ 4. Do you need to shout in order that all your students listen to you?
1. Yes 2. No
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5. Do you think there is a cause-effect relationship between the amount of students and students test results?
1. Yes 2. No
Why? ____________________________________________________________________ _________________________________________________________________________ 7. Is the classroom size ideal for you to move around?
1. Yes 2. No
Why? ____________________________________________________________________ _________________________________________________________________________ 8. Do you take into consideration all your students needs when lesson planning?
1. Yes 2. No
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Why? ____________________________________________________________________ _________________________________________________________________________ 11. Are you able to monitor all your students activities?
1. Yes 2. No
Why? ____________________________________________________________________ _________________________________________________________________________ 12. Regarding the class size, is it difficult for you to assess your students?
1. Yes 2. No
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014
APPENDIX 13
RATING SCALE (TEACHING PROCESS) Objective: To find out how large classes affect the teaching process Directions: Fill in the spaces according to what you observe. 1. Number of minutes the teacher talks in a 100-minute class:
1. 0 15
2. 16 30
3. 31 45
4. 46 60
5. More than 60
1. 0 15
2. 16 30
3. 31 45
4. 46 60
5. More than 60
1. 0 5
2. 6 10
3. 11 15
4. 16 20
5. More than 20
1. 0 5
2. 6 10
3. 11 15
4. 16 20
5. More than 20
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1. 0 5
2. 6 10
3. 11 15
4. 16 20
5. More than 20
1. 0 5
2. 6 10
3. 11 15
4. 16 20
5. More than 20
1. 0 5
2. 6 10
3. 11 15
4. 16 20
5. More than 20
1. 0 5
2. 6 10
3. 11 15
4. 16 20
5. More than 20
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UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGES DEPARTMENT SEMINAR I SEMESTER I 2014 EXPERT VALIDATION SHEET
APPENDIX 14
Validators Name __________________________________ Date of Validation: ________ Directions: Rate the items based on the following scale. Be as objective as possible. 1 Poor 2 Needs Improvement 3 Good 4 Very Good 5 Excellent
I.
1. The instructions given were written in simple, specific, clear and comprehensible manner. 2. Questions in each item were written in a brief, concise and unambiguous way. 3. The words and concepts utilized in the instrument can be well understood by the respondents. 4. Questions were written in an affirmative approach. 5. Each item has avoided sentences with double negatives as well as doublebarrels.
Observations: 1 2 3 4 5
II. Accuracy and Suitability of Items 1. The range of information to be provided included all significant aspects of the study. 2. The number of item per area category is suitable and has represented enough questions. 3. The questions were designed to measure what is supposed to be measured. 4. The researchers strictly followed the ethical standards of research such as respondents right to anonymity or confidentiality.
Observations:
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III. Objectivity and Evaluation Rating System 1. Each item/question requires specific and measurable answer. 2. Possible biases on the part of data collectors have been adequately controlled. 3. Scoring and coding adapted for the questionnaire is appropriate and objective for the items. 4. Responses options cover all significant alternatives.
Observations: 1 2 3 4 5
IV. Over-all Presentation and Organization 1. The instrument is neat and organized. 2. Instruments layout and format appeared to be in well-made draft. 3. Words and other items are free from clerical and grammatical errors.
Observations: 1 2 3 4 5
V.
Attainment of Purpose
1. The objectives of the study are congruent with the information needs of the intended respondents. 2. The instrument as a whole fulfills the objectives for which it was constructed.
Observations:
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