Sailing with Passion - SOOKMYUNG TESOL MA - Overvie · Sailing with passion CERTIFICATES December,...
Transcript of Sailing with Passion - SOOKMYUNG TESOL MA - Overvie · Sailing with passion CERTIFICATES December,...
Table of Contents Introduction
Personal Background
1. Resume 2. Teaching Philosophy 3. Certificates 4. Photos and others 5. Courses in MA TESOL Teaching Practices
1. Overview of lessons 2. Needs analysis and result 3. Diagnostic assessment and result 4. Lesson plan and reflection 1 5. Lesson plan and reflection 2 6. Photos of lessons Action Research (2013)
“Promoting Student Engagement And Motivation’ 1. Introduction 2. Context 3. Research question 4. Intervention 5. Findings and results 6. Discussion 7. Conclusion
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Introduction
This portfolio has been assembled as a way for me to reflect on what I
have been learned and accomplished in my Sookmyung Women’s
University MA TESOL program studies. I found out a various theoretical
and practical background of teaching with wonderful enriching experience
under the mentorship of Professors Stephen van Vlack, Dr. McNeil, and
Diane Rozells.
I enrolled in this course of study to learn more about how languages are
learned and now to become a more effective teacher in second language
classroom. I realize that my teaching practices had developed while I was
attending this practicum course.
This portfolio will demonstrate how I have grown over the past two
and half years as a teacher and also student, from completing SMU
TESOL to finally obtaining Masters Degree in TESOL. Thank you to all
the professors and classmates for making my professionals experience at
Sookmyung Women’s University enjoyable and full of meaning.
Dec. 2013
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Resume
Teaching Philosophy
Certificates
Photos and others
Courses in MA TESOL
Personal Background Sailing with passion 4
Sailing with passion
Resume
EDUCATION
Bachelor's in Social Welfare
Hyupsung University, Suwon, South Korea
Feb, 2009
Master's in TESOL
Sookmyung Women's University, Seoul, South Korea
Feb, 2014
PROFESSIONAL EXPERIENCE
September, 2013 - Present
Saetbyoul Montesorri
Kindergarten
Seoul, Korea
♦ English Teacher
- Teach English children from age of 6 to 7 in a group,
using various teaching methods
(Storytelling, phonics reading, using children’s song,
teaching science in English)
- Plan annual English Play Festival
June, 2003 - Present
Power Christian
Seoul, Korea
♦ Actress / staff
- Act in musical and plays (played main character
in musicals twice)
- Engage in producing the stage version of the play or
musical.
Hyunjoo Lee
Seoul Seochogu Jamwondong Shinbanpo Hanshin@
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March, 2012 – June, 2013
MBC culture center,
Seoul, Korea
♦ Teacher
- Taught art-science students from age of 5 to 8 in a group - Developed art-science teaching materials - Provided a variety of materials and resources for children to
explore, manipulate, and use, both in learning activities and
in imaginative play
May, 2011 - December, 2011
Kwanglim Church,
Seoul, Korea
♦ Instructor
- Made educational videos for children (program broadcast on
line) - Instructed and guided how to make educational toys and
guided video-making processes
February, 2009 - February, 2011
Jongro M School,
Yongin, Korea
♦ English Teacher - As the head of the English department, planned the
curriculum and events - Developed and implemented daily and unit lesson plans
for 1st to 6th grades, administered tests and evaluations and
analyzed student performance - Fostered a classroom environment conducive to learning
and promoted excellent student engagement - Taught English students from 1st to 6th grades individually
and in a group
January, 2007 - July, 2007
Build A Bear
Workshop,
Seoul, Korea
- Created warm atmosphere for all customers and co-workers
- Planned and led parties for children
January, 2005 - June, 2005
Children care center
in Tai Wha
Community Welfare
center,
Seoul, Korea
- Took care of children, created learning materials and
conducted story telling sessions.
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CERTIFICATES
December, 2011
Sookmyung Women's
University, Seoul, South
Korea
SMU-TESOL certificate
(Methodology, Practicum,
Second Language Acquisition,
Intercultural Communication,
Academic Skills Development)
February, 2009 Hyupsung University Social worker 2nd level certificate
August, 2008
CLTI (Communicative
Language Training
Interational),
Christchurch, New
Zealand
TESOL certificate
December, 2006 Korean recreation
association
Instructor of recreational activities
1st level certificate
OTHER TRAINNING
May, 2010
University of Cambridge,
Seoul
Band 3 in TKT (Teaching Konwledge Test)
- Module 1 (Language and background to language
learning and teaching),
- Module 2 (Lesson planning and use of resources for
language teaching)
- Module 3 (Managing the teaching and learning process)
July, 2007 - June, 2008
Christchurch,
New Zealand -Took language course in English
August, 2006 - November, 2006
Seoul Youth Center,
Seoul, Korea
- Learned how to plan outdoor activities
- Planned and evaluated outdoor activities for youth and
carried out plans as a team leader
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Volunteerism
March, 2003 - Present
Kwanglim Church,
Seoul, Korea
- Teach dance routines and bible stories to third and fourth
graders
- Visited Mongolia and the countryside as a missionary
leader
January, 2008
YMCA, Christchurch,
New Zealand
- Led and took care of kids during kids' camp
- Led the outdoor activities
January, 2007 - July, 2007
Nowon Rehabilitation
Center, Seoul, Korea - Conducted recreational activities for patients
April, 2004 - December, 2005
Childcare center in Tai
Wha Community
welfare center, Seoul,
Korea
- Created learning materials, took care of children, and
conducted storytelling activities
January, 2003 – January, 2005
Homeschool,
Songtan, Korea
- Instructed students from third to sixth grades in Math and
English individually and in a group
- Evaluated students’ assignments
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Teaching
Philosophy
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Fantastic
Unforgettable
Navigator
I believe that learning should be fun! To make learning fun, learning should
become a part of play. In general, play contains a lot of fun and meaningful
interactions. Also, children can learn rules, negotiate meaning, collaborate
with other friends, stimulus their curiosity, and acquire new information
more effectively through play. Moreover, Vygotsky (1978, as cited in Ohta,
2000) states that the role of play in the development language is viewed as
one that creates zone of proximal development in which child behaves
beyond his average, above his daily behavior. In this aspect, I believe that
learning should become a part of play that enables learners to participate
spontaneously, experience pleasure of learning, to foster intrinsic motivation
toward to learning. Thus, play can help learning process and keeping
interests which drives learning.
In order to make this happen, I will consider practicality of learning when
I design lessons. Language learners often hesitate to give utterance because
of uncertainty of usage of language. Therefore, I will try to make lessons
more relevant and appropriate to my students so that they can relate
whatever they learn with the real environment and use it outside of the
classroom. Also, I will use authentic materials which contains full of
meaning so that they can make connection between their knowledge to real
world. Widdoson (1990, as cited in Berado, 2006) “it has been traditionally
supposed that the language presented to learners should be simplified in
some way for easy access and acquisition. Nowadays there are
recommendations that the language presented should be authentic” (p. 60).
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I will help students to set goals for their learning. Also, I will provide
opportunities for ongoing self-evaluation and reflection and I will make
sure that my students know the reason for every learning experience. In
order to focus on learning, not work, I will not simply start by planning
activities, I will start with ‘why’ and then develop learning experiences
which will support independent learning. If I need, I will include
appropriate tech tools to support the learning.
Lastly, I as a language teacher will open to my students. I
believe that when a teacher is open, he or she can see and truly understand
his or her students. Therefore, I will always try to listen to my students’
opinion, suggestions, and ideas. Also, I will not judge rashly about
students’ utterance or behaviors. I will respect my students’ choice and
encourage students to make decisions about how they learn best. I will try
to create opportunities for them to pursue their own interests and practice
skills in a variety of ways. In addition, I will not guess what’s in their head.
Instead of asking closed answer questions, I will ask open-ended questions,
with plenty of possible answers which lead to further questions.
As a language teacher, I want my students to feel that learning with me
is enjoyable.
Reference Berardo, S. A. (2006). The use of authentic materials in the teaching of
reading. The reading matrix, 6(2). Ohta, A. S. (2000). Rethinking interaction in SLA: Developmentally
appropriate assistance in the zone of proximal development
and the acquisition of L2 grammar. Sociocultural theory and
second language learning, 4, 51-78.
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Courses in
MA TESOL
Teaching Reading Spring 2012
Course Website: http://levimcneil.webs.com/teachingreading.htm
Instructor: Dr. Levi McNeil
Course Description: This course aims to develop teachers’ abilities to
teach reading. With this aim, the course first explores different theoretical
perspectives underlying second language reading, before introducing
various instructional reading interventions. In addition to exposure to
numerous exemplary reading practices, students will have many
opportunities to try out specific teaching techniques.
Objectives of course: At the end of this course, students will be able to:
1. Discuss major theories and models of reading
2. Plan and implement activities to develop reading fluency
3. Plan and implement activities to develop awareness of text structures
4. Plan and implement activities to develop strategic competence
Texts
Hudson, T. (2007). Teaching second language reading. Oxford University
Press.
Krashen, S. D. (2004). The Power of Reading: Insights from the Research
(2nd Ed), Heinemann.
Other material will be distributed in a course reading packet
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Internet-Based Language Teaching Fall 2012 Syllabus
Instructor: Dr. Levi McNeil
Course description: This course explores the application of internet tools
for language learning and teaching. Some of these tools include: wikis,
micro blogs, instant messaging, social networks, and podcasts. In the
course we examine how technology is utilized to teach discrete skills and
engage students in participatory, socially-based exchanges. The course has
two goals; first, to develop teachers’ technological literacy skills, and
second, to provide theoretical clarity between technology and its
implementation.
Course Objectives:
At the end of this course, students will be able to:
- demonstrate control of the basic functions of a wide range of technologies
- discuss major theories underlying language learning
- apply theories to task design
- evaluate tasks and technologies in light of learning theory
- locate, critique, and interpret CALL research literature
Text
Lomicka,L., & Lord, G. (2009). The next generation: Social networking
and social collaboration in foreign language learning. CALICO
Monograph Series 8. ISSN- 1085-2999. See my website
(www.levimcneil.webs.com) for info on where to order the book.
Additional texts distributed as part of a course reading packet. The starred*
citations below are included in the reading packet
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Sociolinguistics (Social Learning Theories) Fall 2012 Syllabus
Instructor: Dr. Levi McNeil
Course description: This course explores how language is learned and
taught within the complex interaction between individual cognition and
the social contexts that thinking occurs. To examine the distributed mind
in situational contexts, some of the topics to be covered in this course
include: ecological, sociocultural, activity, and complexity theories of
learning; as well as examinations of how identity and community impact
language use and learning.
Course Objectives: At the end of this course, students will be able to:
-Discuss foundational social learning principles and theories in education
-Locate and critique research informed by social theory
-Apply tenets of social theory in task-design and evaluation
-Compare and contrast social and cognitive theories of learning
Text
Atkinson, D. (2011). Alternative approaches to Second Language
Acquisition. Routledge. (ISBN 0415549256)
Additional texts which are required for this course are located on the
course management system. These relate to the “outside readings” noted
in the weekly schedule below.
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Approaches to English Grammar Syllabus - Spring 2013
Instructor: Stephen van Vlack
Week 1; March 8
Go over `Thoughts on Grammar` handout. Discuss some of the
different ways in which grammar can be done.
Week 2; March 15
Go over prescriptive and descriptive grammars and how we as
teachers might want to think about this from a practical perspective.
Week 3; March 22
Go over what the traditional view of grammar, as explained by
Thornbury and Nunan, entails.
Week 4; March 29
Go over some of the main arguments that have been put forth for the
importance and centrality of grammar in the second or foreign
language curriculum.
Week 5; April 5
Go over some models of how grammar can be taught by rules
understanding at this point that any such rules are really just myth.
Week 6; April 12
Go over more bottom-up oriented approaches to teaching grammar
and look at one of the most interesting and most ancient verbal
constructions in English; modals.
Week 7; April 19
Review the different possibilities associated with teaching grammar
in context and specifically through texts, predominantly
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Week 9; May 3
Talk about is the different ways of trying to get students to practice
grammar and why we want to do so.
Week 10; May 10
Go over area of error and how we can identify it and deal with it and
take a very specific look at some of the lexical structures in language
and how we might be able to teach them.
Week 11; May 17
Go over how to integrate grammar with some of the other
components of language.
Week 12; May 24
Go over some of the basic approaches to testing grammar and discuss
how to teach grammar to beginning level students.
Week 13; May 31
Take first take a visit to the world of intermediate level learners and
the ways we can help them use grammatical knowledge to further
develop their overall proficiency in the language.
Week 14; June 7
Start out by looking at how teachers can work to help their students
fine-tune their knowledge of use and structure to allow for the
variability required of an advanced level language user.
Week 15; June 14
Take a look at the key issues in teaching grammar, as proposed by
Nunan (2006).
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Theoretical Foundations of CALL Spring 2013
Instructor: Dr. Levi McNeil
Course Description:
This course aims to provide theoretical bases for language teaching in
general and technology-enhanced language teaching in particular.
Weekly, students will engage with ideas related to sociocultural,
interactionist, and ecological language learning theories. In addition
to reading and discussing topics surrounding these theories,
classroom practice originating from these perspectives are explored.
From these models, students will have opportunities to construct
CALL tasks.
Objectives:
At the end of this course, students will be able to:
- discuss the general tenets of sociocultural, interactionist, and
ecological perspectives of learning
- apply theoretical constructs to create and critique language learning
tasks
- design and implement technology enhanced language learning tasks
Required Text(s): There is no book required for the course. Instead, a
packet consisting of articles and book chapters will be made available
(contact CopyZone to get a printed copy).
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Practicum I
Instructor: Dr. Rozells
Overview: This three-hour-per-week course has as its main
component the running of a detailed Action Research project to be
conducted individually by the Practicum participants within their own
teaching setting. It is requirement of the practicum that each
participant teaches a class throughout the semester. In the course,
participants will be guided through a detailed Action Research project
that requires them to reflect critically on their own teaching situations
and implement substantive changes to their own teaching situation.
Objectives: This objective of the Practicum I course is to give the
students an opportunity to evaluate, design, and implement elements
of practical curriculum design and pedagogy into their own teaching
situations. Basically what we want to do in this class is have the
students develop and evaluate classroom techniques and approaches
based on innovative theories and models that they should have
learned about in the MA program. The focus here will be on
evaluating and enhancing their teaching situations based on accepted
principles of language learning and linguistic development.
Participants are required to video record and make presentations
about their interventions for the Action Research project. The goal,
then, for the Practicum, is for students to develop an awareness of
their own skills in the classroom. By the end of the course, students
should have clearer ideas about how to critically analyze their own
classroom environments and initiate positive changes into those
environments.
Texts and Materials
Richards, J. and C. Lockhart. (1996). Reflective teaching in second
language classrooms.Cambridge: Cambridge University Press.
Bullock, A. and P. Hawk. (2009). Developing a teaching portfolio
(3rd Edition). Upper Saddle River, NJ.: Pearson Education.
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Overview of lessons
Needs analysis and result
Diagnostic assessment
and result
Lesson plan and reflection 1
Lesson plan and reflection 2
Photos of lessons
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Overview of lessons
I taught English to elementary school students in before-school program
at Baekmoon primary school in Gori. This class was an extra class
conducted twice a week before the school begins. The class was
composed of 4 girls and 2 boys, and they were all sixth graders. They
were from different classes and had trouble keeping up with regular
classes.Their proficiency level was low and rarely had experience on
learning English. In general, low-proficiency students were asked to
attend this extra class by their regular English teachers. The students
who were taking the extra class should have signed up for this class.
Even though I planned a lesson for 30 minutes, usually two or three
students among six students came to the class on time. Therefore, actual
class duration was 20 minutes. Therefore, I decided to have one lesson
over two days.
In order to help students to keep up with and engage more actively in
their regular class, I followed the regular class syllabus. Also, I equally
focused on the target language which was required to acquire in each
chapter. However, instead of using the text book which did not seemed
appropriate for the students due to the level of difficulty, in order to
provide comprehensible input, I used adjusted materials and simplified
the content.
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Students who took part in the survey were the sixth graders in public
elementary school. The class was composed of 4 girls and 2 boys, and they
were from different classes.
The questionnaire for the students’ needs analysis consisted of both
multiple choice questions and open questions. These questionnaires were
categorized into four main parts: students’ perceptions on learning English,
experience in learning English, perceptions of activities and materials.
1. Students’ personality/ Their preference of Class Activities
The data showed that 3 of them prefer group work and two of them prefer
individual work. It meant that around 60% of students prefer group work
rather than individual work. Also, students highly marked at both song and
chant and games with PPT slides as activities they would like to do most in
English class.
Needs analysis
and results
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2. Students’ Perception on Learning English
From the pie chart, it was noticed that they were influenced a lot by visual
materials. It seemed that they were visual learners. Lists which were ranked
among top 3: ‘the teacher writes on the board’, ‘the teacher gives an example’,
and ‘the teacher shows pictures or videos’ demonstrated that. Therefore, in
order to help their understanding, it would better to use pictures, PPT,
and realia.
3. Reasons for Learning English
When asked about the reasons for learning English, they stated that they
wanted to be good students. Moreover, based on the data, the students wanted
to participate actively their regular class and get higher score, but also a
few of them wanted to have fun. Two of the students commented that they
wanted to prepare for the future. One of them was worried about learning
English in a middle school. She was concerned that middle school level of
English would be more difficult than English they learned. The students
seemed that they were lacking in confidence in learning English. Therefore,
based on the result, it was found that activities which enabled students to have
confident and have fun at the same time were required to provide .
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Name 이름_________________ Grade 학년 ___________
1. How long have you been studying English? (in detail) 영어를 공부한지 얼마나 되었나요? (구체적으로) 2. How do you study English? 어떻게 영어공부하고 있나요? ① school 학교에서 ② language institute 영어학원 ③ Private tutoring 과외 ④ self-directed learning 자기주도 학습 ⑤ etc 기타 ( ) 3. How long do you study English in a week? (except regular class) 일주일에 얼마나 영어공부하나요? (정규수업시간 제외) ① more than 10 hours 10시간 이상 ② 7~10 hours 7~10 시간 ③ 3~6 hours 3~6 시간 ④ 1~2 hours 1~2 시간 ⑤ less than 1 hour 1시간 이하 ⑥ Do not study at all 전혀 안 한다 4. Other experiences in learning English? Have you ever been to other English speaking countries? or attend English language camps? 외국에 가본 경험, 정규수업 이외에 영어 캠프에 참여하거나 영어관련 활동을 한 적이 있나요? ① Yes 예 ② No 아니요 Write in detail 있다면 구체적인 활동이나 경험은? ______________________________________________
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5. I like English class in school 나는 학교 영어시간이 즐겁다 ① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree 매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다 6. I am able to understand what the teacher says during English class 나는 영어수업시간에 선생님이 이야기하는 것을 이해할 수 있다 ① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree 매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다 7. I have fear of speaking English in front of the class 나는 영어시간에 친구들 앞에서 영어로 이야기하는 것이 두렵다 ① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree 매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다 8. How do you feel about English? 나에게 있어서 영어란? ① English is fun and I'm good at 재미있고 내가 잘하는 것 ② English is difficult but fun 재미있으나 어려운 것 ③ English is not fun but I have to study 재미는 없지만 해야하는 것 ④ English is not fun and I'm not good at 재미도 없고 잘 못하는 것 ⑤ I just dont' like it 그냥 싫은 것 ⑥ ect 기타 ( ) 9. What difficulties do you have in learning English? 영어를 공부함에 있어 가지고 있는 어려움은 무엇인가요? _______________________________________________________________________________ 10. Why do you study English? 영어를 공부하는 이유가 무엇인가요? _______________________________________________________________________________
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12. I can learn best and effectively when.. 언제 이해가 잘되는지 Number them according to your preference.(순위를 매겨주세요) ___ the teacher writes on the board 선생님이 칠판에 쓰실 때 ___ the teacher gives an example 선생님이 예시를 들어주실 때 ___ the teacher repeatedly explains 선생님이 반복적으로 설명하실 때 ___ the teacher shows pictures or videos 선생님이 그림이나 도표 관련 동영상을 보여주실 때 ___ I work with group member 그룹으로 친구들과 같이 할 때 ___ I work with my partner 짝이랑 같이 할 때 ___ I like to work alone 혼자 할 때 13. What are the things that you would like to do in English class? Number them according to your preference 영어수업에서 특별히 했으면 하는 것을 고르고 좋아하는 순서대로 순위를 매겨주세요 --- songs and chants 노래, 찬트 --- Games with PPT slides 피피티를 이용한 게임 --- Games in groups or in pairs 그룹이나 짝이랑 하는 게임 --- role-play 역할놀이 --- activities which I can move around the classroom 교실을 돌아다니며 할 수 있는 게임 --- Listen and repeat (drill) 반복적인 듣고 말하기 --- using story book 이야기책을 이용하는 것 14. What is your favorite (most confident) language skill? 가장 좋아하고 자신있는 분야는? ① Listening 듣기 ② Speaking 말하기 ③ Reading 읽기 ④ Writing 쓰기 15. What is your least favorite (most difficult) language skill? 가장 어려운 분야는? ① Listening 듣기 ② Speaking 말하기 ③ Reading 읽기 ④ Writing 쓰기
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12. I can learn best and effectively when.. 언제 이해가 잘되는지 Number them according to your preference.(순위를 매겨주세요) ___ the teacher writes on the board 선생님이 칠판에 쓰실 때 ___ the teacher gives an example 선생님이 예시를 들어주실 때 ___ the teacher repeatedly explains 선생님이 반복적으로 설명하실 때 ___ the teacher shows pictures or videos 선생님이 그림이나 도표 관련 동영상을 보여주실 때 ___ I work with group member 그룹으로 친구들과 같이 할 때 ___ I work with my partner 짝이랑 같이 할 때 ___ I like to work alone 혼자 할 때 13. What are the things that you would like to do in English class? Number them according to your preference 영어수업에서 특별히 했으면 하는 것을 고르고 좋아하는 순서대로 순위를 매겨주세요 --- songs and chants 노래, 찬트 --- Games with PPT slides 피피티를 이용한 게임 --- Games in groups or in pairs 그룹이나 짝이랑 하는 게임 --- role-play 역할놀이 --- activities which I can move around the classroom 교실을 돌아다니며 할 수 있는 게임 --- Listen and repeat (drill) 반복적인 듣고 말하기 --- using story book 이야기책을 이용하는 것 14. What is your favorite (most confident) language skill? 가장 좋아하고 자신있는 분야는? ① Listening 듣기 ② Speaking 말하기 ③ Reading 읽기 ④ Writing 쓰기 15. What is your least favorite (most difficult) language skill? 가장 어려운 분야는? ① Listening 듣기 ② Speaking 말하기 ③ Reading 읽기 ④ Writing 쓰기
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17. What skill do you want to develop the most? 가장 발전시키고 싶은 분야는? ① Listening 듣기 ② Speaking 말하기 ③ Reading 읽기 ④ Writing 쓰기 18. What do you expect in this class? 내가 이 수업을 통해 기대하는 것은? _______________________________________________________________________________
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I did diagnostic assessment twice. As first part of the diagnostic
assessment, it was almost written assessment to check students’ the degree
of the basis of the English. I asked students to write three things which are
alphabet, numbers, and some words. Firstly, I asked students to write big
letters and small letters of alphabet A to Z. Also, I asked them to write
number in English one to ten. After that, I told some words and them to
dictate. I only chose words which had already learned with me or regular
English teacher such as tall, long, and big.
However, after analyzing the survey, I realized that this type of
assessment was not enough to see their actual level of English and also
their potential ability. It was found that only one student among six
students was able to write alphabet A to Z and the other students made
many mistakes. Moreover, most of then could not write numbers. Also,
they even did not try to write words. Thus, I needed to do diagnostic
assessment again in a different way. Therefore, when I did second time, I
put short conversation and had individual interview.
As second part of the diagnostic assessment, I put short conversation. I
asked simple questions and observed that how they answered or reacted.
These were my questions: ‘what is your name?’, ‘how is the weather
today?’, and ‘can you pass me a pencil’. In fact, I allowed them to answer
in Korean. Some of them hardly noticed that what I was talking by looking
at my motions but some students could not understand at all. After that, I
pronounced some consonant and vowel sounds and asked them what letter
it was. Letter cards were provided on the desk, therefore, students were
required to find the right letter and pick the card up. As the result, most
students could distinguish sounds of consonants and find the right letter for
the sound. However, they seemed they were still confused with vowel
sounds. Furthermore, I asked students to read some short sentences. Even
if I gave them easy sentences such as ‘I am tall’, ‘I have four legs’, and ‘I
am yellow’, they could not really read the sentences except one student.
Diagnostic assessment
and result
32
Part 1
- Write big letters and small letters of alphabet A to Z
- Write number in English 1 to 10
- Write words and sentences the teacher told them
Part 2 (Individual interview)
- Pick letter card according to sounds that the teacher makes.
- Pronounce the letter on the card that the teacher point at
- Read short passage (I ask them to read #1 passage except one student)
-
- Short conversation
(To see whether they can understand or answer)
Example..
Hi?
How are you?
What is your name?
How is the weather today?
Could you close the window, please?
Could you pass me the eraser?
Can you ride a bike?
Sailing with passion
Diagnostic assessment
#1
I am yellow.
I am very tall.
I have four legs.
I am animal.
You can see me at the zoo.
What am I?
#2
I have two arms.
I don’t have legs.
I am in the classroom.
Everybody looks at me and nod their heads.
I am on the wall.
What am I?
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Lesson plan and
reflection 1
Lesson
Aim
Students will be able to know both the use and the tense of verb
‘be’.
Aim
Students
will be
able
Stage Procedure Interaction
To revise
key
sentences
they have
been
through.
To
understan
d the
concept of
‘be’ verbs.
Warm up
Review: Jig-saw activity
(During the fourth intervention session,
students practiced writing 6 key sentences
of chapter 12 which is the review chapter
for chapter 9 to 11. After writing 6 key
sentences, students were asked to cut the
sentences word by word.)
- Jumble all words card
- Students are required to rearrange words
and complete 6 sentences as they were.
- Read whole sentences
Introducing topic :‘be’ verb
- Give brief explanation of be verb and
action verb
- Introduce types of ‘be’ verbs
(am / are / is)
- Learn how to form positive sentences
with the verb to be
(I am /You are, They are, We are / He is,
She is, It is)
S=S
S⇒T
T⇒S
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To learn the use
of ‘be’
verbs in a
sentence
through drilling
activity.
Practice
Pick the card!
(Fill the blank in sentences)
- Provide students 3 pieces of empty
paper and let them write ‘am’, ‘are’,
and ‘is’ on each paper
- Let students look through whole
sentences on the board
(Each sentence has blank like
‘She ____ pretty.’)
- Teacher will read the sentence one by
one and students have to pick a
correct verb card
- Teacher will write answers on the
board
- Read sentences
- Erase all ‘be’ verbs in the sentences
after filling in the blanks activity
- Ask students to complete and take
turns in reading the
Sentence
S=S
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Sailing with passion
To firm their
understanding
of both the use
and tense of the
verb ‘be’.
Practice
Introducing
- Introduce the past form of am/ is/ are
(was, were)
- Practice changing ‘be’ verbs from
present to past form
Snakes and ladders
Explain the rule of the game.
- As a pair, they will work together
- The game board include 52 spaces
Also, there is the pile of cards with
52 different
sentences in the center of the table.
- Roll a die
- Move their game piece according
to the number on top
of the die
- Draw a card from the pile of cards
- Read and complete the sentence
S=S
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As the last activity for reviewing chapter 12, I asked students to jumble
all word cards that they had cut before and complete sentences by
rearranging words. At first, they seemed that they forgot what sentences
they had written because of the time distance between third
intervention session and the fourth intervention session. However, some
words were very familiar with students and those words reminded them
of key expressions. Therefore, even though there was a gap between
students, every student could eventually complete sentences.
Then, I gave students brief explanation of ‘be’ verbs and action
verbs to let them know the use of ‘be’ verbs. They could say
automatically ‘I am’, ‘he is’, ‘she is’, and ‘they are’, however, they
seemed they did not know when they actually need to use ‘be’ verbs. In
order to practice repeatedly but also enjoyably at the same time, I let
them make big ‘be’ verb cards, so they could raise the card to fill the
blank in sentences. It was helpful for all students. Some good students
raised the card competitively to show that they already knew the
answers, meanwhile, some poor students got a hint from them naturally.
They could enjoy this drilling activity. After filling in all blanks,
students were asked to read whole sentences. Then, I erased all the
answers and asked students individually to fill in the blank one by one.
They could answers without difficulties.
I introduced past form of ‘be’ verbs before the snakes and ladders
activity because target language in chapter 13 is the past tense. It was
not so difficult for them, therefore, they could learn without confusing.
During the snakes and ladders activity, they could practice both the use
and tense of the verb ‘be’. In fact, I wanted them to work in pair but
most students wanted to do alone. Therefore, they individually played
game. Most of students actively participated and answered confidently.
Due to the lack of the time, I stopped the game and went through all
sentences quickly with them. They were more engaged at this point
than when they were playing game.
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During the snakes and ladders game, some students more focused on
arriving at finishing point. One of them let his discomfort show
immediately. Also, the other student who only wanted to work in pair as
I originally planned seemed that she was not confident enough to speak.
Therefore, every time it was her turn, I should helped her.
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Lesson plan and
reflection 2
Lesson Aim Students will be able to distinguish tense of the verb and get the fu
ll of meaning of the target words.
Aim
Students wi
ll be able
Stage Procedure Interactio
n
To remind
what they
have
learned
and notice
what they
know
To
distinguish
present
tense from
past tense
verbs.
Warm
up
Before the class…
- Select action verbs from the text book
- Find pictures which describe the verbs
- Learn action verbs with picture cards
- Show pictures and elicit any words or verbs they
can remember
- Put pictures on the board and introduce both
present tense
and past tense one by one
- Let students read and write
S⇒T
T⇒S
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To get
meaning of
the words
though
matching
picture
with the
words.
To match
present
tense verbs
with past
tense verbs.
To read
and
practice the
target
words
Practi
ce
Match the pictures with the words
- Provide both picture cards and word cards
(present tense verbs and past tense verbs are
distinguished by color: red for present tense,
purple for past tense)
- As a pair, students have to arrange the pictures
and match the pictures with the words.
- After matching the pictures with the words, read
all words with teacher.
- Ask them to practice pronunciation with their
partner (They should be able to read words by
themselves)
- Ask them to memorize pronunciation and
spelling of the words
S=S
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At the beginning of the class, in order to engage students in the class and
help them to remind vocabulary that they learned in their regular class, I
used picture cards. I showed 10 picture cards one by one and asked them
to whether they remembered. Except one student, most of them couldn’t
remember very well. They remembered one or two words correctly. I
wrote 10 present tense verbs on the board then I elicited past tense of the
words from the students. Even if I asked them only past tense of the
words, few students also gave me past participle as well and it was not
intended. I think because they had dealt with past participle in their
regular class. However, it seemed that only one student enabled to acquire
past and past participle at the same time. After that, I grouped the words
by regular and irregular verbs and asked them to find the pattern from
regular verb group. Some students found that the ‘-ed’ ending is used to
form the past tense of regular verbs. Then, I let them make a note of both
present and past tense of the verbs.
During they were writing on their notes, I realized that they didn’t
really get meaning of the words. Most of them just wrote the words down
on their notes without any consideration. For example, they wrote ‘cook’
and ‘cooked’ but they seemed that they did not know the meaning of it. In
order to help them to make a connection between words and meaning, I
decided to go through all words with the pictures again. I put the pictures
on the board rather than just showing the picture then putting it down.
Then, I asked them which word could match with which picture. At this
moment, they could answer better. After that, I paired them to do
matching activity. I just asked them to work with a person who sat next to
them. I provided the 10 picture cards and 20 word cards which included
both present and past tense verbs. Therefore, they had to arrange the
picture cards first then match verbs with the pictures. There was a big
difference in their abilities. A pair with a good student finished much
earlier than the other pairs. Therefore, I asked them to practice for
pronunciation so they could read all words by themselves, and to
memorize all words as well. However, the other two pairs seemed they
needed help. Especially, a pair of boys did not want to work together.
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One of them held all cards and the other walked on eggshells, therefore, I
split all cards in half and gave them. In fact, I intended them to memorize
some words at the end but there was not enough time to do, therefore, I
did this activity again at second of 6th intervention session. At that time, I
paired them differently as a good student worked with a slow student.
However, boys did not want to work with girls so I let them work together.
Before I paired them, I was worried about their bad language. Actually, I
was not sure whether they could really help each other. I saw many times
that they said ‘idiot’ or ‘blockhead’ to their partner who usually slower
than the other. After doing the activity again, I realized that I concerned
too much. Even if some of them used dismissive tone to their partner,
they tried to help their partner. Moreover, at this time, I asked them to
memorized different amount of words according to their different abilities.
On the other hand, one of boys put his hands into the pockets and did not
want to do activities, therefore, I had to coax him to do many time.
Furthermore, as times goes by, students use bad language a lot during the
class.
42
Introduction
Context
Research question
Intervention
Findings and results
Discussion
Conclusion
Action Research
“Promoting Student Engagement And Motivation”
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Action Research
1. Introduction
Most human behaviors are involved with motivation. Without awareness of
motivation, people are tend to eat, play games, work, socialize, and learn with
potentially hundreds or thousands of more specific behaviors. In addition,
language learning can be one type of human behaviors which directly toward
to a specific goal. If students do not have target aim, they might lose their
motivation because they can inspired by their achievement.
In teacher centered teaching environments, students mechanically act by
teachers’ order. It is critical to create the student centered learning environment
because it makes for students to actively participate in language classes.
Students’ achievement is based on their motivation. When students gain certain
accomplishment, their motivation is also elevated. Thus, both motivation and
achievement are interrelated.
Gardner (1985, as cited in Dornyei, 1994) mentions that "The source of
motivating impetus is relatively unimportant provided that motivation is
aroused" (11: p. 169). However, while this conclusion might be true for
researchers, quite possibly the source of motivation is very important in a
practical sense to teachers who want to stimulate students' motivation. Without
knowing where the roots of motivation lie, how can teachers water those roots?
(p. 15). Aforementioned quote provides the evidence which is that both
teachers and students help each other escalate students’ motivation. In other
words, teachers’ motivation is directly connected with students’ motivation.
In terms of motivation, students’ attitude should not be neglected because
students’ positive attitude promotes their stimulation to learn language.
Teachers are required to provide for students to the reason of learning language
because it can drive students to acquire language with purpose.
Promoting Student Engagement And Motivation
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Action Research
Dornyei (1994) asserts that “motivation is one of the main determinants of
second/foreign language (L2) learning achievement and, accordingly, the last
three decades have seen a considerable amount of research that investigates the
nature and role of motivation in the L2 learning process” (p. 273). This quote
reveals that motivation is the critical fuel for students to learn language.
In this action research, motivation is the main concern. In order to promote
motivation, comprehensible input and interaction hypothesis were
implemented as a theoretical support. The research question is that how
teachers can effectively help low performing students to actively participate in
their regular class.
2. Context
2.1 General Information of the Class
The study took place in an elementary school in Guri. The class was
implemented by school management team and conducted twice a week before
the school began. The class was composed of 4 girls and 2 boys. They were all
sixth graders and they were from all different classes. Due to the class time
was 25 minutes, two times of intervention was regarded as one class.
2.2 Background Information of the Students
This class was a supplementary English class. Six students were in the class.
They all had trouble to keep up with regular English class, however, they
desired to participate actively in the regular classes. It was one of most
important reasons of taking this supplementary class. They mostly did not
understand what the teacher said during English class. Also, the text book they
were using was difficult for them to follow. In fact, these students had some
common grounds.
First, they were in the difficult situation at home. In Korea, level of income
is compatible with educational background. Along with economic
circumstances, social conditions reflect students’ family environments.
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Action Research
Level of education of their parents was low and their families were in the low-
income class. Moreover, most parents of students were divorced. Thus, most
students in this class had single parents. When it comes to education, these
parents ignored their children because they were responsible for the financial
support. Some of single parents had been accused of child abuse by their
neighbors due to the neglect of their children. Therefore, after the school,
nobody actually cared what children ate, thought and did some actions.
Children had to spend their time and manage their life. In reality, they could
not take care of themselves well. They usually had instant noodles or instant
food as a meal and did not do their homework.
Secondly, as the result of simple observation, most of the students had not
studied at private English language institute. Moreover, they never had a tutor
who could fill the gap between regular class and their actual level of English.
They started taking English classes from third grade at school. Except for
regular classes, most of them spent less than 1 hour to study English per week.
Simply, their parents relied on the school system and they expected that their
children became good students. The poor family situation prolonged it could
not sustain their children’ formal education.
Thirdly, lacking confidence was prevailed. According to their regular
English teacher, they said that “I cannot do anything well no matter how I try
hardly.” Most of them were shy and did not participate well because they were
timid by making mistake. Furthermore, one student did not say single word
throughout her daily school time. Her classmates said that they seldom heard
her voice.
In sum, they faced difficult family situation and could not have any support
from the outside of the school. Students only relied on their school system.
Therefore, this supplementary class was required for them. The supplementary
class should be the alternate education which allows these students to gain
both knowledge and self-esteem. This self-esteem was the one of the issues
that they needed to feel the sense of accomplishment. In addition, the
supplementary class should provide optimal level of education which can fulfil
their needs.
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Action Research
After the needs analysis was conducted, it proved that they were influenced a
lot by visual materials. It seemed that they were visual learners. Based on their
learning style, realia and visual materials could aid their language learning.
These realia and visual materials elicited active participations. Another main
material was games which allowed students to have interest in language
learning.
2.3 Theoretical Background
Masgoret and Gardener (2003) define motivation that it refers to goal-directed
behavior, and when one is attempting to measure motivation, attention, can be
directed toward a number of features of the individual. Masgoret and Gardener
(2003) also describe the motivated individual as the person who “expends
effort, is persistent and attentive to the task at hand, has goals, desires, and
aspirations, enjoys the activity, experiences reinforcement from success and
disappointment from failure, makes attributions concerning success and/or
failure, is aroused, and makes use of strategies to aid in achieving goals” (p.
128). Moreover, Masgoret and Gardener (2003) assert that “first, the five
classes of variables, attitudes toward the learning situation, integrativeness,
motivation, integrative orientation, and instrumental orientation, are all
positively related to achievement in a second language. Second, motivation is
more highly related to second language achievement than either of the other
four variables” (p.158).
Long’s interactional hypothesis is an extension of Krashen’ Input
hypothesis. From this perspective, collaborative efforts should be very helpful
for language learning. “As they struggle to maximize comprehension, and
negotiate their way through trouble spots, the native speaker-non-native
speaker partnerships are incidentally fine-tuning the second language input so
as to make it more relevant to the current state of learner development”
(Mitchell & Myles, 2004, p.167).
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Action Research
Larsen-Freeman and Long (1991, as cited in Mitchell & Myles, 2004)
asserts that “modification of the interactional structure of conversation is a
better candidate for a necessary condition for acquisition. The role it plays in
negotiation for meaning helps to make input comprehensible while sill
containing unknown linguistic elements, and, hence, potential intake for
acquisition” (p.168).
According to Pica (1996, as cited in Hery, 2001), there has been no
empirical evidence of the direct link between negotiation of meaning and
second language development, however, research studies in negotiation of
meaning have revealed that there are some obvious contributions of
negotiation of meaning for second language acquisition. First, through
negotiation of meaning, learners receive modified input necessary for second
language acquisition much more frequent than interactions with negotiation of
meaning. Second, negotiation of meaning provides opportunities for learners to
modify their own linguistic output necessary for second language acquisition
much more frequent than in interactions with negotiation of meaning. Third,
learners obtain important feedback on their target language use.
3. Research Question
Based on student profile, the researcher decided to focus on motivation. In
order to enhance students’ motivation, the researcher set the research question.
“How can I effectively help low performing students to actively participate
in their regular class?”
To fulfill the research question, three instruments were implemented. They
were observation, survey, and interview. All intervention were videotaped and
recorded. Post-survey was conducted during class time. Lastly, semi-structured
interview which was based on the post-survey was performed individually.
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Action Research
4. Intervention
4.1 Overview
In order to help students to keep up with and engage more actively in their
regular class, the researcher followed the regular class syllabus. Also, the
researcher equally focused on the target language which was required to
acquire in each chapter. However, instead of using the text book which did not
seemed appropriate for the students due to the level of difficulty, in order to
provide premodified and comprehensible input, the researcher used adjusted
materials and simplified the content. Premodified which is studied by Pica
(1994) “is generally operationalized as input that has been carefully targeted at
the level of the learner in order to facilitate learner comprehension” (Mackey,
1999, p. 560).
During intervention period, the researcher went through two chapters with
the students which were chapter 12 and 13. Especially, chapter 12 was the
review of chapter 9 to 11, so it included many target languages. The researcher
only dealt with one target language at a time. Thus, the researcher taught
students with simplified materials based on chapter 12 from 1st intervention to
4th intervention. After 4th intervention, the researcher taught simplified
materials based on chapter 13 for last 2 weeks of intervention.
Each lesson was delivered according to the sequence such as activating
schemata by pictures, drilling key sentences, and performing a main activity.
The students had already learned the key sentences before they attended the
supplementary class in their regular classes. Therefore, at the beginning of the
class, the researcher began the class with providing pictures which were either
teacher’s drawing or flash cards to activate schemata and to motivate them.
The students were always interested in pictures. Thus, they could naturally
engage in the class by talking about picture. After activating schemata, the
researcher asked the students to repeat, write, and read key sentences to help
them to internalize those sentences. The researcher asked the students to do the
main activity to synthesize the today’s lesson. Through the main activity, the
students were able to produce more outcomes.
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Action Research
4.2. Different activities based on multiple intelligences
The researcher designed different activities based on students’ intelligence to
increase and engage their interest. According to Gardner (1983) multiple
intelligences has been influential in language teaching circles. Gardner has
theorized that individuals have at least seven distinct intelligences can be
developed over a lifetime as follows.
1. Logical/mathematical – the ability to use numbers effectively, to see
abstract patterns, and to reason well.
2. Visual/spatial – the ability to orient oneself in the environment, to create
mental images, and a sensitivity to shape, size, color.
3. Body/kinesthetic – the ability to use one’s body to express oneself and to
solve problems.
4. Musical/rhythmic – the ability to recognize total patterns and a sensitivity
to rhythm, pitch, melody.
5. Interpersonal – the ability to understand another person’s moods, feelings,
motivations, and intentions.
6. Intrapersonal – the ability to understand oneself and to practice self-
discipline.
7. Verbal/linguistic – the ability to use language effectively and creatively.
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Action Research 4.3 Overall Intervention Plan (6 weeks)
Table 4.1 sequence of Interventions
Week Target Language Key Words/ Sentences Procedure Types of Activities
1st
Chapter 12
Review of
chapter 9 to 11
Usage of ‘by’
based on time
Come back by 7
o’clock
Come home by 8:30
Come to English class
by 8:25
1. Activating
schemata
by pictures
2. Drilling key
sentences
3. Main activity
- Writing activity:
‘At the amusement
park’
2nd
Chapter 12
Review of
chapter 9 to 11
Reminding
Don’t you remember?
Do you remember?
Your mom said…
1. Activating
schemata
by pictures
2. Drilling key
sentences
3. Main activity
- Filling in speech
bubbles
- Role play
3rd
Chapter 12
Review of
chapter 9 to 11
Comparison
He is taller than me.
He is stronger than me.
You are taller than me.
1. Activating
schemata
by pictures
2. Drilling key
sentences
3. Main activity
- Ordering sentence
4th
Chapter 12
Review of
chapter 9 to 11
How and What
Exclamatory
sentences’
What a big lemon!
How big it is!
1. Activating
schemata
by pictures
2. Drilling key
sentences
3. Main activity
- Ordering sentence
5th
Chapter 13
‘Past tense’
Be verb
I am/was short.
He is/was young.
She is/was a teacher.
They are/ were soccer
players.
We are/were good
students.
1. Activating
schemata
by pictures
2. Drilling key
sentences
3. Main activity
- Filling in the
blanks
- Snakes and
ladders game
(board game)
6th
Chapter 13
‘Past tense’
How to make
Regular and
Irregular verbs
cook/cooked
play/played
write/wrote
make/made
win/won
read/read
1. Activating
schemata
by pictures
2. Drilling key
sentences
3. Main activity
- Matching game
(match pictures
with the right
words)
- Memorization
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Action Research
5. Findings and Results
5.1 Overview
The fundamental instruments of this research are observation, post-survey, and
student interview. The researcher observed the class while she was teaching
the supplementary class. In order to see how students were motivated during
intervention, the researcher set four categories. There were four categories
which the researcher carefully examined in the class. The first category was
related to class time attendance. For example, most students came late at the
beginning of the intervention. The second category was how students
voluntarily participate in the class. The third category was closely related to
students’ questions including both the matter of quantity and quality. Finally,
the last category was students’ confidence which was the base line of language
learning.
5.2 Category 1 (Attendance Time)
Through observation of video recording, the researcher was able to realize that
students’ attendance was gradually changed during intervention period. In
detail, Sungmin has been significantly changed. She usually came late to
school. However, as figure 5.1 shows that even if she was late for the class at
the beginning of the intervention, however, she even came to the class earlier
than the class time. Moreover, figure 5.1 reveals that majority of students’
attendance time became punctuated.
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Action Research
Figure 5.1 Attendance time
5.3 Category 2 (Participation)
Based on post-survey, the researcher was able to notice changes of students’
participation. Table 5.1 displays that students’ opinion of class participation.
For example, question number 8 shows that students strongly agree with the
statement which was the supplementary class enabled me to participate more
in regular class. In addition, question number 10 reflects the level of
participation. Students strongly agree that I actively participated in activities
during supplementary lessons.
35 35
30 30 30 30
45
40
35
15
45
35
45
35
30
25
15
25
35
30
35
25 25
30
45
60
35
10 10
20
40 40 40
35
30 30
0
10
20
30
40
50
60
70
1st 2nd 3rd 4th 5th 6th
Suyeon
Donjoon
Dahee
Mintae
Sungmin
Yesung
Class began 8:30
Numbers only represent minutes
(60 means absence)
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Action Research
Table 5.1 Selected questions based on post-survey
(The numbers represent numbers of the students)
Questions Agree Dis
I was able to understand what the teacher said during the class
3 2 1
I had difficulties learning English during supplementary lessons
2 2 2
I enjoyed activities we had done in the class
2 1 2 1
I had difficulties doing activities 3 2 1
This supplementary class helped me to understand regular English class.
2 3 1
I like to come to the supplementary class. 4 1 1
Through the supplementary class, my English has been improved
2 2 2
The supplementary class enables me to participate more in regular class
3 1 1 1
The supplementary class enables me to have more confident in English
2 2 2
I actively participated in activities during supplementary lessons
3 1 2
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Action Research
5.4 Category 3 (Question)
During intervention, the researcher was able to notice that the number of
questions has been increased. Figure 5.2 demonstrates that majority of students
asks more question one intervention after another. Especially, Sungmin’s bar
graph dramatically became higher comparing other students. In general, many
students asked more questions voluntarily.
When it comes to types of questions, two types of questions occurred based
on students’ proficiency level. First, low level of students tended to ask
comprehension and clarification questions. In contrast, a higher proficiency
level of student asked to questions which were beyond the normal class
learning.
Figure 5.2 Total numbers of questions
0
1
2
3
4
5
6
7
8
1st 2nd 3rd 4th 5th 6th
Suyeon
Dongjoon
Dahee
Mintae
Sungmin
Yesung
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Action Research
5.5 Category 4 (Confidence)
Based on semi-structured interview, the researcher was able to measure
students’ confidence. After intervention was done, the researcher asked some
questions which are related to students’ confidence. To be specific, the
researcher asked several questions.
First, the researcher asked that “수업을 하고 난 이후에 자신감이 더 생긴 것
같니?” (Do you feel that you have gained more confidence after all intervention
was done?) Yejoon said that “조금은요” (A little bit).
The second question was that “어떤 면에서 그렇게 느끼니?” (Why do you
think in that way?) She said “수업을 이해할 수 있었어요.” (I was able to
understand the class).
The third question was that “보충수업이 어떤 점에서 도움이 된 것 같
니?”(How the supplementary class helped you?) She answered that “수업시간에
이해가 되고 좀 더 참여할 수 있었어요” (I was able to understand the regular
class more than before and I participated in class better than before).
Furthermore, the researcher could find the positive evidence from the
regular teacher comments. “성민이는 정규 수업시간에 정말 지나치게 조용한 학
생이었다. 그러나 성민이는 지금 모르는 것을 먼저 물어보고 못하는 것에 대해 부끄
러워하지 않는 당당한 학생이 되었다” (Sungmin is used to be a very quiet
student. However, now, Sungmin has become a student who asks questions
without hesitation and is not shame about not knowing simple English. Thus,
she has high confidence).
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6. Discussion
“How can I effectively help low performing students to actively participate
in their regular class?” In order to answer the research question, interaction
and comprehensible input were implemented. The supplementary class which
supported the regular class was required to low performing students. Teaching
materials were simplified based on authentic textbook. Low performing
students were not able to understand authentic textbook. Therefore, simplified
material which could be one type of comprehensible input was used (See
Appendix A).
The supplementary classes consisted of small group interactions. Based on
research findings, students were comfortable to participate in small group
because they did not feel shame of not knowing English knowledge. The
results show when students gained confidence, their academic performance
improved. In general, if students were interested in the class, they actively
participated in the supplementary class. Throughout six interventions, the
students gained interests of the supplementary class. These interests became a
catalyst of attending their regular classes.
7. Conclusion
This action research shows that motivation was the very important element of
language learning. Without motivation, it was hard for the teacher to create
students’ interaction and boost students’ confidence. Especially for young
learners, having fun in the class can be one type of motivation. Also, it is
important that they feel the sense of accomplishment which leads students’
positive attitude.
In typical Korean language classroom, low-performing students generally
cannot have attention from teachers and other classmates. However, low-
performing students want to have attention which simply inspires their
language learning. These attentions make big changes when it comes to
motivation,
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motivation, self-esteem, and confidence. Teachers should aware that showing
little affection toward to students can create closed rapport. For example,
having eye-contact with students and calling their names in the class may
change students’ attitude positively because they are longing for teachers’
attention.
Teachers should understand and consider students’ learning style when
teachers make lesson plans. Even though teachers deal with the same topic or
subject, the ways of teaching can be differentiate depending on their types of
learning.
Based on this research, I realized that language learning environment affect
students’ performance such as classroom size, classroom atmosphere, teaching
materials, their circumstance, and resources. The resources which students can
actually access to utilize for their language learning are varied.
As the suggested future study, I would like to conduct a similar study with
longer intervention which strongly supports theoretical background. Thus, the
researcher may get firmer results. This current research did not measure
language acquisition. However, future study should be considered language
acquisition based on students’ motivation.
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Reference
Dornyei, Z. (1994). Motivation and motivation in the foreign language
classroom. The Modern Language Journal, 78(3), 273-284.
Dornyei, Z. (1994). Understanding L2 motivation: On with the change! The
Modern Language Journal, 78(4), 515-523.
Gardener, H (1983). Frames of Mind: The theory of multiple intelligences.
New York: Basic Books.
Gass, M (1994). Input, interaction, and second language production.
Cambridge University Press, 16, 283-302.
Hery, Y. (2001). Negotiation of meaning and language acquisition by Indonesia
EFL learners. TEFLIN journal, 12(1).
Long, M. (1981). Input, interaction, and second-language acquisition.
University of Pennsylvania Philadelphia, Pennsylvania. 259-278.
Long, M. (1983a). Native speaker/non-native speaker conversation and the
negotiation of comprehensible input. Applied Linguistics, 4(2),
126-141.
Long, M. (1983b). Linguistic and conversational adjustments to non-native
speakers. Studies in Second Language Acquisition, 5(2), 177-193.
Mackey, A (1999). Input, interaction, and second language development.
Cambridge University Press, 21, 557-587.
Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd
Edition). Hodder Education.
Masgoret, A., & Gardner, R. (2003). Attitude, motivation, and second language
learning: A meta-analysis of studies conducted by Gardner and
associates. Language Learning, 53(1), 123-163
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Appendix A
Appendix B
Post-survey
1. 나는 영어보충수업 시간에 선생님이 얘기하는 것을 이해할 수 있었다.
I was able to understand what the teacher said during the
supplementary class.
① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree
매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다
2. 나는 영어보충수업 시간에 배우는 것이 어려웠다
I found it difficult to learn during the supplementary class.
① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree
매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다
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3. 나는 영어보충 시간에 배우는 것이 나의 영어수준에 비해 너무 쉬웠다
I found it easy to learn during the supplementary class.
① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree
매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다
4. 나는 영어보충수업시간에 하는 activity가 재미있다고 느꼈다.
The activities we had done during the supplementary class were fun.
① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree
매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다
5. 나는 영어보충수업시간에 하는 activity가 어려웠다.
The activities we had done during the supplementary class were
difficult.
① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree
매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다
6. 나는 영어보충수업시간에 배우는 것이 정규수업을 이해하는데 도움이 되었다.
This supplementary class helped me to understand regular English
class.
① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree
매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다
7. 나는 영어보충수업시간이 즐겁다.
I like to come to the supplementary class.
① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree
매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다 8. 나는 영어보충수업을 통해 영어실력이 늘었다.
Through the supplementary class, my English has been improved ① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree 매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다
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9. 나는 정규영어수업시간에 하는 activity에 잘 참여하는 편이다.
I participate actively in activities during the regular English class.
① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree
매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다
10. 영어보충수업을 통해 정규영어수업시간에 하는 activity를 잘 참여하게 되었다.
The supplementary class enables me to participate more in regular class
① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree
매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다
11. 영어보충수업 때 가장 기억에 남는 activity가 있다면?
What was the best activity during the supplementary class?
12. ‘11’번에 쓴 activity를 고른 이유는?
Why did you choose that activity? (No.11)
13. 영어보충수업은 영어에 대한 자신감을 높이는데 도움이 된다.
The supplementary class enables me to have more confident in English
① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree
매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다
14. 영어보충수업 때 나는 적극적으로 참여 했다.
I actively participated in activities during supplementary lessons
① strongly agree ② agree ③ neutral ④ disagree ⑤strongly disagree
매우 그렇다 그렇다 보통이다 그렇지 않다 매우 그렇지 않다
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15. 영어보충수업이 ‘즐겁다’라고 느낄 때는 언제였나요?
When did you feel that the supplementary class was fun?
16. 나는 영어보충수업시간에 혼자/ 짝이랑 둘이/ 전체로 activity하는 것을 선호한다.
I prefer working alone/ pair work/ group work
Appendix C
Comment from the regular English teacher
현주 선생님의 수업을 참관하며……
백문초등학교 교사 성순계
아침에 진행되는 영어보충 수업은 영어 부진학생들에게 정규 교과를 따라갈 수 있
는 힘을 제공해 줌과 동시에 자신감을 회복시켜 주는 데 가장 큰 목적이 있다. 2학기부
터 새로 시작된 이현주 선생님과의 영어보충 수업은 이러한 두 가지 목적을 이루게 하
는 데 큰 공헌을 하였다.
Intervention 전과 후의 학생들 모습을 비교해 보면, 우선 근면성에서 큰 차이가
나타났다는 것을 알 수 있다. 영어 보충 반 학생들은 대부분 가정환경이 좋지 않아서
아침에 늦게 일어나 아침밥도 거르고 헐레벌떡 학교를 오거나 늦는 경우가 다반사이다.
그런데 그런 아이들이 현주 선생님의 수업을 듣기 위해 아침 일찍 등교하기 시작했다.
아마도 남들보다 일찍 교실에 와서 개인적으로 나누는 삶의 이야기가 그들에게는 무엇
보다도 큰 행복이고, 가장 큰 치유로 느껴졌을 것이다. 그런 면에서 현주 선생님은 학
생들이 함께 공부하고 싶은 마음이 드는 따뜻한 선생님이었고, 감사한 분이었을 것이
다. 둘째, 학생들의 수업 참여도에 대해 살펴보면, 초기에 학생들은 모든 활동을 귀찮고
힘들어했다. 그러나 현주 선생님이 칠판에 그림을 그려주며 이야기 나눠주고 재미있는
게임 활동을 병행하면서 학생들은 학습 내용에 관심을 가지고 여러 활동에 참여하기
시작했다. 이러한 변화로 인해 몇몇 학생들은 정규교과 시간의 참여율도 향상되고 영
어 학습에 대한 의욕도 고취되었다.
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실제로 나의 정규 수업에 참여하는 수정이와 성민이의 예를 들어보도록 하겠다.
성민이는 정규 수업 시간에 정말 지나치게 조용한 학생이었다. 교사를 쳐다 보기는 하
나 물어도 대답하지 않고, 친구들과의 활동에도 활기차게 참여하지 않았었다. 그러나
성민이는 지금 모르는 것을 먼저 물어보고, 못하는 것에 대해 부끄러워하지 않는 당당
한 학생이 되었다. 물론 아직도 정규 교과시간이 어렵다고는 하지만, 성민이에게 가장
부족했던 자신감이 향상되고 있기 때문에 나는 그 전처럼 성민이를 안타까워하거나 특
별하게 보지는 않고 있다. 하려고 하는 의지가 있는 학생에게는 지금까지 벌어졌던 학
습 격차는 금방 따라잡을 수 있는 현실적인 도전이 되기 때문이다. 또 수정이의 경우를
생각해보면, 수정이는 평상시에도 언제나 당찬 학생이었다. 하지만 문제는 낮은 학업
성취도였다. 그런 문제 때문에 언제나 정규 교과시간에는 일부 학생들에게서 외면 당
하기 일수였고, 그렇기 때문에 늘 자존심 상해하고 친구들과 다투는 일이 잦았었다. 그
러나 현주 선생님의 수업을 들은 후 수현이는 학습 면에서도 당당한 학생이 되었다. 언
제, 무엇으로 인해 이렇게 급격히 성장했는지는 정확히 알 수 없지만 수정이는 정규 교
과시간에도 적극적으로 질문하고, 모든 활동에 성실히 참여하는 학생이 되었다.
이렇게 두 학생의 사례만 살펴보아도 현주 선생님의 수업은 영어 부진 학생들에게
자신감을 향상시켜주고, 정규 교과에서 참여할 수 있는 원동력을 제공한 것은 확실하
다. 아직도 여전히 현주 선생님을 그리워하는 학생들을 보면 참으로 안타까운 마음이
든다. 짧은 기간 동안의 만남이었지만, 그들에게 이 수업은 만남, 그 이상의 가치가 있
는 참으로 의미 있는 시간이 아니었나 싶다.
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To A Special Teacher
When I started in school.
This day seemed so far away.
Now it’s here and I can’t believe
That time has passed so quickly..
But through your encouragement and guidance,
I feel I’m ready for tomorrow’s challenges.
Teachers play such an important part
in shaping and guiding…
Thank you for caring so much..