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Chapter. 3 Methodology This section of the study aims to explain research design and methodology. Divided into four sections, first it describes selection of paradigm approach for this particular study. The next part describes sample population and selection techniques. After that data collection tools are explained, and in the end plan for collection of data is illustrated. 3.1 Selection of Paradigm A paradigm guides scientific inquiry, as to how an investigator defines and comes to know the truth and reality. For this reason selection of a paradigm is the starting point of any research project. Selection of paradigm is also important for any research project because it provides interpretive framework that guides the entire research project as Guba and Lincoln (1994) note that a paradigm contains the researchers conceptions not only about the manner in which an investigations should be performed, i.e. methodology but also in how the investigator defines truth and reality, i.e. ontology and how the investigator comes to know that truth or reality, i.e. epistemology. More recently, Lincoln and Guba (2000) have added axiology or the values underpinning ethics aesthetics and religion to this framework on research paradigms. The answer to these questions, according to them, guides research process including strategies methods and analysis. Positivism was the predominant paradigm traditionally (pre-1930). It was considered to be a means of gaining credibility for their inquiry. As its approach to research was objective controlled rigid, it was later on criticized by when researchers began to question whether the rigid positivist approach

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could truly be applied to human behavior. Although the post-positivist paradigm sought to soften the positivistic approach to inquiry, some social scientists continued to find significant fault with this approach. Those who reject these paradigms do so, on the grounds that they believe that one cannot define general inviolable laws that govern all human behavior. Instead, human behavior must be viewed and interpreted according to the individuals motives, intentions, or purposes for action as well as through rules that have been consensually agreed upon and validated by people in society. Not only is it important to discover external, observable human behavior, but also to understand the intentions, values, attitudes, and beliefs behind that behavior (Candy, 1991). To develop an understanding of the subjective and intersubjective meaning of human behavior required the development of another paradigm, the constructivist paradigm. Constructivists look not only at explicit and language-based propositional knowledge, but implicit and tacit knowledge as well (Guba & Lincoln, 1981). For the present research project which is trying to determine the relationship between literature based syllabus teaching to learning spoken language, the constructivist paradigm is suitable because ontologically, the focus is on the personal meaning derived by the researcher and research. Constructivists believe in relativist reality which is constructed socially and contextually specific which changes overtime (Merriam & Associates 2002: Schwandt 1994). As intentions, values, attitudes, and beliefs behind human behavior can be uncovered through inquiry and interpretation and these interpretations can be validated through consensus. Furthermore, the contextually specific aspect of this paradigm makes it appropriate for this particular research project. Epistemologically, this paradigm believes that knowledge comprises of multiple interpretations

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that are context dependent and value laden (Flintoff, 2003). As knowledge is constructed through interaction and accepted through relative consensus, researcher himself/herself becomes research tool being intensely involved. Methodologically Schwandt (1994) notes that constructivist inquiry begins with a question or concern as opposed to the priori hypothesis from theory as would be in the case of the positivist/post positivist. In dealing with the art and science of teaching and learning which is a complex phenomenon, choosing constructivist paradigm seems appropriate. 3.2 Approach For this study mixed approach was adopted to collect data. A mixed approach in research, as the name suggests, is a combination of both quantitative and qualitative methods within a single study. As each of these approaches has its own strengths and weaknesses, combining them seems an excellent idea to offer a more comprehensive approach to finding answers to research questions. 3.3 Sample population To achieve the objectives of the study, great care was taken by the researcher to ensure that sample should be representative and must achieve the object. For this study, a sample of 50 B.A students of English compulsory subject was drawn from Islamia College for Women, Lahore, Cantonment, a representative of public sector colleges in Lahore. Informed consent was taken from the

participants while seeking permission for the data collection from the college administration. Keeping in view the following Random sampling

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Out of 1000 students enrolled for compulsory English B.A students Two groups comprising of 25 students One controlled group and one experimental group

3.4 Data collection tools Data was gathered be using three instruments i-e test and observation and a questionnaire. (i) Test at pre and post implementation stage The most important thing for the researcher was to think of an oral proficiency test. The ideal would have been asking the participants to take IELS or TOFAL sort of test before and after intervention was implemented. But it could not be done due to financial and other constraints. Instead the oral portion of these exams was studied and a test was designed keeping in view the international standards and recommendations by researchers found in the related literature. The evaluation rubrics were adopted from Ur (2006) and validated by a panel of experts to suit the local context (attached in the appendix b). However, for conducting the exam the researcher sought the help of peers.

a. The pre-implementation stage

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In the initial phase all fifty students were asked to take the test and marks were given according to a pre determined objective criteria. The test included all language components listed by international standardized tests, i.e. fluency, coherence, vocabulary choice, grammatical accuracy and pronunciation. As the study was conducted in SLA environment it would not expect international standards to be achieved by the students. Instead indigenous spoken standards will be observed.

b. The post-implementation stage Classroom observations took place by using informal tools such as field notes and by maintaining a Journal. A self evaluation observation checklist based on Good and Brophy(1987) was designed to identify the motivational elements built into classroom tasks/activities, and to study the result they elicited. It took into consideration both how spoken skill can be improved through theses strategies. (ii) Observations Observation is an intuitive process, and used formal and informal observational tools (Arhar, Holly, & Kasten, 2001). For this study, researchers used informal tools e.g. writing field notes, making entries into a log, or keeping a journal. These techniques are specifically helpful to draft a plan of action for future; and researchers can reflect on the experience (Sagor, 2000).

3.5 Research Design

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The current study adopted the quasi-experimental design in terms of using one experimental design and one control group. These groups were chosen randomly from a population of 1000 students enrolled for English compulsory classes in the college. The experimental group was taught using the lesson plans designed by the researcher and the control group was taught using the traditional method of teaching used by college teachers. Both the experimental and the control groups were pre-tested and post-tested in their speaking skills. During implementation of strategies stage, classes were taken six days a week and continued for a period of six months six hours a week total 144 hours. Activities were introduced into the classrooms which were based on using strategies identified by the researcher to teach one act plays to enhance oral proficiency. Sample activities included were teaching spoken English through role play, free discussion and pair / small group conversation and teaching vocabulary and idioms researchers tried through fun activities and games. Students were not forced to attend the classes so that their level of interest and motivation could be observed from whether or not they continued to bunk their classes as usual. The record of the attendance of students was therefore a valuable source of data showing their interest and motivational level.

3.6 Data collection plan The study will be carried out in the following manner

Permission to conduct the study will be obtained Test will be administered under the teachers supervision.

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The intervention plan for the experimental group based on procedures will start. Four one act plays included in the syllabus of BA will be taught over a period of 140 hours. One group will be taught according to the lesson plans shown in the appendix, while the other will be taught in the traditional manner

After six months results would be measured by again administering the test The data obtained will be analyzed by SPSS Conclusions will be drawn after analysis of results Recommendations will be made to improve oral efficiency

3.7 Limitations of the Study The current study has following limitations; 1. The study was limited to public sector female students only. 2. The study was limited to investigating speaking skills only. 3. The time limit of the study may affect the oral production of the students. If the study time had been longer the result might have been different.