READING FOLDER

READING FOLDER

MARIA CECILIA CASTILLO ALVARINO

UNIVERSITY OF ATLANTIC

ENGLISH VII
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The purpose of this activity is to enable you to identify the main components as you read a
study. Read the following abstracts and answer these questions:

1. What is the research question of this study?

2. What study design was used?

3. Justify your choice in one or two sentences.

4. Who are the participants?

5. What is the main advantage involved in the selection of participants?

6. What instruments were used?
7. What is the conclusion of the study performed in the abstract?

Q Abstract 1 Abstract 2 Abstract 3

1 What are teachers’ beliefs What are the challenges in How do bilingual teachers
in students from the teaching English to young use English language in
Department of Applied students? their teaching?
English before and after
serving as an English
teacher, based on the four
aspects in English
teaching?

2 The design used was the The design used was the The design used was the
observational studies. experimental design. experimental design.
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3 The main purpose of this A mixed methods
study was to explore the approach was used to
changes in teachers’ obtain the data including a
beliefs survey that was completed
by 4,459 teachers from
around the world and case
studies including
observations and teacher
interviews.
 Teachers
4 The participants are the
 Students
teachers and the students.
 Department of Applied
English at Hungkuang
University
5 The abstract of the Challenges for teachers
investigation mentions taking into account
who carries it out and its different educational
main actors. contexts and students with
difficulties in learning the
foreign language.
 Surveys
6 The instruments used were
The research was an
exploration of English
language teaching
pedagogy with a particular
focus on bilingual
(English and Arabic)
versus monolingual
(English only) teaching
and the role of first
language (Arabic) usage in
the classroom.
 Education institutions
in Oman.
 Six different higher
education colleges.
 Bilingual teachers.
The main function is
based on teachers and
their new technique for
teaching the English
language, considering
students from six different
colleges as an object of
study.
 Surveys
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 Interviews  Interviews
interviews and surveys.
 Observation in face-to-
face classes.

7 Were proposed The conclusion is that The summary concludes a

constructive suggestions
to the curriculum plan for
Module of Teaching
Children English at the
Department of Applied
English.
teacher education should
focus more on supporting
teachers to face the
challenges that have been
identified.
series of strategies and
possible ways to improve
the problems established
to carry out the research.

Q Abstract 4 Abstract 5

1 How would be the What are the different

application of the approaches to teaching
communicative approach English as a foreign
in the teaching of English language for young
as a structural language? students?

2 The design used was The design used was the

experimental. observational studies.

3 The first part of this A teacher familiarizes

research consists of an younger students with a
experimental study to different culture on the
investigate the one hand, and on the other
comparative utility of the fosters respect and
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Approach to the Method tolerance.

of Grammatical
Translation and the
teaching of
communicative language.

4 The participants in this The participants are

summary are students and teachers and students.
teachers.

5 It’s a study on how The teacher familiarizes

teachers teach the correct younger learners to
form to apply a different approaches to
communicative approach. learning a foreign
language.

6 The instruments used are  Observation in face-

surveys, interviews, to-face classes.
questionnaires.

7 An effective application of Exploring the different

the communicative teaching methods and
approach in the teaching strategies for teaching
process. English as a foreign
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language.

Abstract 1

Teachers’ Beliefs in Teaching English for Kids at a Kindergarten: A

Case Study of Students from the Department of Applied

The main purpose of this study was to explore the changes in teachers’ beliefs before and
after teachings among four students from the Department of Applied English at Hungkuang
University, who were conducting English teaching at a kindergarten. Teacher’s beliefs
included four aspects in terms of English teaching, teacher-student interaction in class,
curriculum planning and English learning.

The study results revealed that before and after teachings, there were no significant
differences in teachers’ beliefs between the aspects of English teaching (e.g. teaching
resources and the preparation of lesson plan) and English learning (e.g. understanding of
the kids’ learning conditions). Inconsistent viewpoints in the beliefs of teacher-student
interaction in class and curriculum planning were reported.

Constructive suggestions to the curriculum plan for Module of Teaching Children English
at the Department of Applied English were proposed for assisting students interested in
teaching children English and undertaking further research on this topic.

Chu, Y. W. (2014). Teachers' Beliefs in Teaching English for Kids at a Kindergarten: A Case Study of Students from the
Department of Applied English. English Language Teaching, 7(10), 100-112.

Abstract 2

Challenges in Teaching English to Young Learners: Global Perspectives and Local

Realities
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Drawing on data from a recent research international research project, this article focuses
on the challenges faced by teachers of English to young learners against the backdrop of the
global rise of English. A mixed‐methods approach was used to obtain the data, including a
survey, which was completed by 4,459 teachers worldwide, and case studies, including
observations and interviews with teachers, in five different primary schools in five different
countries. A number of challenges emerged as affecting large numbers of teachers in
different educational contexts, namely, teaching speaking, motivation, differentiating
learning, teaching large classes, discipline, teaching writing, and teaching grammar.
Importantly, some of these challenges have not been highlighted in the literature on young
learner teaching to date. Other challenges are more localized, such as developing teachers'
English competence. The article argues that teacher education should focus less on
introducing teachers to general approaches to English language teaching and more on
supporting teachers to meet the challenges that they have identified.

Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and
local realities. Tesol Quarterly, 48(4), 738-762.

Abstract 3

Teaching English as a Foreign Language in Oman:

An Exploration of English Language Teaching Pedagogy in Tertiary Education

This thesis reports on research conducted between 2004 and 2007 into the teaching of
English as a Foreign Language (EFL) in tertiary education institutions in Oman. The
research was an exploration of English language teaching pedagogy with a particular focus
on bilingual (English and Arabic) versus monolingual (English only) teaching and the role
of first language (Arabic) usage in the classroom.

The research was prompted on the one hand, by the need of the Omani government to train
skilled teachers of English to support educational development and modernization. On the
other hand, I was aware of anecdotal evidence (including my own observations) that many
students seemed to prefer learning with bilingual rather than monolingual teachers. I
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wanted to find out whether this was the case in Omani secondary institutions overall, and if
so, why? What are the benefits and drawbacks of L1 usage in the classroom? What are the
benefits and drawbacks of L2 only as a teaching medium? What are the language
pedagogies that bilingual (Arabic and English speaking) teachers and monolingual (English
only speaking) teachers typically practice?

The study was carried out in six different higher education colleges in or near Muscat, the
capital of Oman. Ten classroom observations were carried out (including bilingual and
monolingual teachers) and eleven teachers were interviewed. Fifteen students from the
same colleges as those teachers were interviewed.

In addition, there is a self-reflective component built into the thesis. Throughout the course
of the study I reflected on my own teaching in the light of the findings and my reading of
the literature. As a bilingual teacher myself, how, to what extent, and for what purposes do
I draw on English and Arabic in my teaching? How could I improve my own pedagogical
practice?

I observed that bilingual teachers as a group and monolingual teachers as a group each had
characteristic pedagogical styles and approaches. The bilingual teachers were more teacher-
centered, relied more heavily on the use of textbooks, focused more on the teaching of
grammar and used less varied techniques of instruction and engagement than did the
monolingual teachers. On the other hand, the monolingual teachers, while they were more
learner-centered and incorporated more communicative, interactive lessons and activities,
seemed to be less successful in classroom management and focus less on accuracy,
grammar and lexis than their Arabic-speaking counterparts.

The outcomes of the student interviews broadly reflect the outcomes of the teacher
interviews and classroom observations. Students seemed to be evenly divided in whether
they preferred monolingual or bilingual teachers at the tertiary level. However, both
students and teachers thought that bilingual teaching was essential at beginning levels of
education and that the ability to speak both English and Arabic was beneficial for teachers.

Many students, however, thought that as they advanced, interaction in the classroom should
be conducted in English only. Together, the perspectives of EFL teachers and students and
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of the researcher herself as an EFL teacher point to a significant, but limited, role for
Arabic usage in EFL tertiary college classrooms.

The teacher interviews in general reinforced the conclusions that I drew from the classroom
observations and yielded insights into how teachers teach EFL in either English or Arabic
and how expatriate teachers who speak English only, compensate for their lack of Arabic.

Through reflection on the interviews, the observational and self-reflective data, and my
review of the contemporary literature about ESL/EFL methodology, an analysis emerges of
the strengths and drawbacks of the typical bilingual and monolingual styles of teaching.
The two pedagogical styles reflect differences between the cultural and educational
traditions, teacher training programs and stages of social and economic development
between Oman and Western English-speaking countries. Each style has inherent
pedagogical advantages and disadvantages that have the potential to be developed through
especially planned and targeted professional development programs.

There is a need for a systematic program of professional development for both groups of
teachers in theories of language acquisition, communicative competence and more recent
theories of constructivist pedagogy in language education. In addition, an opportunity exists
for professional development programs that aim to involve local and expatriate teachers in
cross-cultural awareness and in teaching and learning from each other. Monolingual
teachers should try to enrich their learning and develop their understanding of the language-
learning issues of their students by learning Arabic and learning about Islamic-culture.
Bilingual teachers should work to incorporate more communicative approaches and more
varied activities into their teaching and develop stronger frameworks for a cross-cultural
understanding.

Al-Jadidi, H. S. S. (2009). Teaching English as a foreign language in Oman: An exploration of English language teaching
pedagogy in tertiary education (Doctoral dissertation, Victoria University).

Abstract 4

Applying Communicative Approach in Teaching

English as a Foreign Language
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The first part of this research is comprised of an experimental study to investigate the
comparative usefulness of the Grammar Translation Method and Communicative Language
Teaching (CLT) approach in teaching English at the intermediate level. A pre-test, post-test
group design was used to measure achievement and attitude of the students. The second
part of this research is comprised of a survey study to investigate the Pakistani teachers’
perception of the CLT approach and their perceived impediments in its application at the
higher secondary level. A semi-structured questionnaire was used for this purpose, and ten
teachers were interviewed.

Ahmad, S., & Rao, C. (2013). Applying communicative approach in teaching English as a foreign language: a case study
of Pakistan.

Abstract 5

Different Approaches to Teaching English as a Foreign Language to Young Learners

Primary school age is known to be the most favorable for learning a foreign language.
Imitating abilities of a child, natural curiosity and need for new knowledge contribute to
overcome the challenges facing foreign language learning. Using a foreign language, a
teacher familiarizes younger learners to a different culture on the one hand, and on the other
hand– he/she fosters respect and tolerance for different lifestyles.

This paper aims to be a straightforward and practical article. It explores teaching methods,
learning strategies, sense-creative technologies, emotional and psychological peculiarities
of teaching English as a foreign language (EFL).

Stakanova, E., & Tolstikhina, E. (2014). Different approaches to teaching English as a foreign language to young learners.
Procedia-Social and Behavioral Sciences, 146, 456-460.

Paragraphs - Academic texts

Paragraph 1
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Priority is the relative importance of the practice in comparison to other practices. It
includes general, often intangible support for the specific practice, amidst a sea of
competing initiatives. Priority acts on sustainability by increasing the likelihood that school
personnel will engage in implementation activities instead of competing tasks. It can be
manifested at the individual, school, district, regional, and state levels and is considered to
be multifaceted. These variables in priority are described in the literature where they show
their importance.

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation
of schoolwide positive behavior support. Exceptional Children, 79(3), 293-311.

OUTLINE

Topic Sentence: Priority is the relative importance of the practice in comparison to other
practices.

Supporting Sentences:

- What include
1. It includes general, often intangible support for the specific practice, amidst a sea
of competing initiatives.
- Principal actors
1. It can be manifested at the individual, school, district, regional, and state levels
and is considered to be multifaceted.

Concluding Sentence: These variables in priority are described in the literature where they
show their importance.

Paragraph 2

This aspect of priority represents the buy-in of school personnel to the underlying
assumptions of the practice and its ongoing implementation. Staff commitment facilitates

integration of the practice into the staff culture of the school and the belief that the practice
belongs to the staff as a whole and not solely to administrators. When the practice is
aligned with school personnel's personal beliefs, it becomes more acceptable, thereby
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increasing fidelity of implementation and the subsequent sustainability of the practice.
Commitment is also increased when practices are aligned with school- and district-level
policies that ensure resources and training are provided to the school. Various researchers
have indicated the support of 80% of school personnel (often assessed through secret
Spring 2013 ballot) as a minimum condition for successful implementation.

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation
of schoolwide positive behavior support. Exceptional Children, 79(3), 293-311.

OUTLINE

Topic Sentence: This aspect of priority represents the buy-in of school personnel to the
underlying assumptions of the practice and its ongoing implementation.

Supporting sentences:

- Staff commitment facilitates

1. The integration of the practice into the staff culture of the school and the belief
that the practice belongs to the staff as a whole and not solely to administrators.
- When the practice is aligned considering the school
1. It becomes more acceptable, thereby increasing fidelity of implementation and
the subsequent sustainability of the practice.
2. The commitment is also increased ensuring that they are provided resources and
training to the school.

Concluding sentence: Various researchers have indicated the support of 80% of school
personnel (often assessed through secret Spring 2013 ballot) as a minimum condition for
successful implementation.

Paragraph 3

The purpose of this study was to conduct an empirical analysis of the influence of variables
identified in the literature as affecting sustainability of school-based practices. The practice
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examined in this study was Schoolwide Positive Behavior Support (SWPBS; Sugai &
Horner, 2009), a systems level approach to improving social behavior through
implementing evidence-based practices, creating systems to support implementation, and
using data for decision making. SWPBS includes an instructional approach to behavior
support (e.g., defining, teaching, and acknowledging prosocial behaviors) and a focus on
changing the environment to support positive student social development. It is currently
being implemented in over 18,000 schools (Center on Positive Behavioral Interventions and
Supports, 2012), with a strong and growing evidence base (Horner, Sugai, & Anderson,
2010).

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation
of schoolwide positive behavior support. Exceptional Children, 79(3), 293-311.

OUTLINE

Topic sentence: The purpose of this study was to conduct an empirical analysis of the
influence of variables identified in the literature as affecting sustainability of school-based
practices.

Supporting sentences:

- The practice examined

1. The Schoolwide Positive Behavior Support (SWPBS; Sugai & Horner, 2009)
2. A systems level approach to improving social behavior through implementing
evidence-based practices.
3. Creating systems to support implementation, and using data for decision.
- The study includes
1. An instructional approach to behavior support (e.g., defining, teaching, and
acknowledging prosocial behaviors)
2. A focus on changing the environment to support positive student social
development.

Concluding sentence: It is currently being implemented in over 18,000 schools (Center on

Positive Behavioral Interventions and Supports, 2012), with a strong and growing evidence
base (Horner, Sugai, & Anderson, 2010).
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Paragraph 4

The research is based on a quantitative approach, since it is objective, that is, neutral, which
through a separation of the object to be investigated when describing the effect of the
incorporation of ICT, integrating it as a tool in the teaching-learning process, to optimize
the academic performance of students. In addition, the approach is specific since it
describes the effect of ICT on the educational process of the students on time, therefore, the
hypotheses set forth in Table 3 will be tested.

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation
of schoolwide positive behavior support. Exceptional Children, 79(3), 293-311.

OUTLINE

Topic sentence: The research is based on a quantitative approach.

Supporting sentences:

- Is objective
1. That is, neutral, which through a separation of the object to be investigated when
describing the effect of the incorporation of ICT.
2. Optimize the academic performance of students.
3. since it describes the effect of ICT on the educational process of the students on
time.

Concluding sentence: The hypotheses set forth in Table 3 will be tested.

Paragraph 5

Authors such as Cox and Webb (2004), in a study about teachers' ideas, beliefs and actions
on ICT, have identified a range of activities that were related to their use in teaching
practices, establishing the following: types of ICT resources that teachers choose to use;
their knowledge of the subject itself and the potential of ICT to reinforce specific learning
in it; and their ability to integrate ICT into their entire curriculum. The evidence collected
by these researchers shows that when teachers used their knowledge of both the subject and
the way students understood the subject, their use of ICT had a more direct effect on
student achievement.
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León, M. P. (2012). Use of ICT in public schools in Ecuador: Analysis, reflections and evaluations. EDUTEC. Electronic
Journal of Educational Technology, (40), a201-a201.

OUTLINE

Topic sentence: Authors such as Cox and Webb (2004), in a study about teachers' ideas,
beliefs and actions on ICT, have identified a range of activities that were related to their use
in teaching practices.

Supporting sentences:

- Establishing the following

1. Types of ICT resources that teachers choose to use
2. Their knowledge of the subject itself and the potential of ICT to reinforce specific
learning in it.
3. Their ability to integrate ICT into their entire curriculum.

Concluding sentence: The evidence researchers shows that when teachers used their
knowledge of both the subject and the way students understood the subject, their use of ICT
had a more direct effect on student achievement.

GLOSSARY

 Backdrop /ˈbakdrɒp/
Noun
Meaning: The setting, as of a historical event; the background.
Synonyms: Background, ground

 Prompt /prɒm(p)t/
Verb
Meaning: Encourage (a hesitating speaker) to say something.
Synonym: Incite

 Amidst / əˈmɪdst/
Preposition
Meaning: variant of amid*.
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*surrounded by; in the middle of.
Synonym: Among

 Align /əˈlʌɪn/
Verb
Meaning: place or arrange (things) in a straight line.
Synonym: Line up

 Handling /ˈhand(ə)l/
Noun
Meaning: the action of one that handles* something.
* a part that is designed especially to be grasped by the hand.
Synonym: management.