Faculty of Education

English Language Teaching Program

Integrated English Language Strand

Consolidation Task Template

Part I: Summative
1) Write the revised version of your research question here:

How does the design of instructional materials impact the development of vocabulary building in
English language learners from 9th grade?

2) Select the three concepts you will develop in your literature review:

Instructional material Principles on material design Vocabulary building

3) Select two tools you would use to collect data for your research and justify your choice:

Tool 1: Interviews

Justification Interviews might be helpful to gather individual perspectives and insights from
learners when understanding the impact of instructional materials on vocabulary
(150 words)
development in writing skills. They can offer a comprehensive exploration of the topic,
taking into account the unique experiences and contextual factors of the learners. The
interactive nature of interviews promotes personalized and responsive discussions, so
learners could discuss their experiences within their specific learning environment,
including classroom dynamics and teaching strategies. Moreover, interviews can
provide detailed and nuanced data, capturing learners' thoughts and experiences in
their own words. Through dynamic questioning, the researcher could delve into
learners' experiences and strategies for vocabulary building if any. By conducting
interviews with learners in 9th grade, the researcher can gain profound insights into
the effects of instructional materials on vocabulary development, such as specific
instructional strategies that enhance vocabulary growth, the impact of different
instructional materials (e.g., textbooks, digital resources) on vocabulary acquisition,
the role of peer collaboration in vocabulary development, and to some extent the
influence of individual learning styles and preferences on the effectiveness of
instructional materials.

Tool 2: Focus Group Interviews

Justification Focus Groups provide a setting where learners can discuss and share their
experiences, allowing for a deeper understanding of how these materials impact
(150 words)
vocabulary development in writing skills. In focus groups, learners can interact with
each other, building on responses and generating new ideas and insights that may not
emerge in individual interviews or surveys. This interactive nature fosters a nuanced
exploration of the topic, capturing contextual factors and diverse perspectives.
Furthermore, they offer the opportunity to delve into the contextual influences on
vocabulary building, such as classroom experiences and interactions with teachers and
peers. The discussions in focus groups yield rich data that can be transcribed and
Faculty of Education
English Language Teaching Program
Integrated English Language Strand

analyzed for identifying themes and patterns, providing a deeper understanding of

how instructional materials affect vocabulary development in writing skills.

4) Select one tool you would not use to collect data and explain the reasons behind your decision:

Tool Surveys

Justification Surveys may not be the best choice for collecting data on the experiences of English
language learners in 9th grade. The use of closed-ended questions limits detailed
(150 words)
responses, making it difficult to understand their challenges and needs. Surveys
prioritize a large number of participants, sacrificing individual insights that are crucial
in this context. Moreover, surveys have a fixed nature that fails to capture the dynamic
process of vocabulary building, influenced by factors such as the classroom
environment and teaching strategies. Additionally, relying on self-reporting introduces
biases such as social desirability and memory recall issues. To obtain a comprehensive
understanding, alternative methods allowing open-ended responses and considering
the context might be more suitable. Surveys are useful for generalizing findings, but
they are not well-suited for capturing the detailed and personal experiences of English
language learners.

Part II: Formative

Self-assessment & Checklist: In this section you are expected to reflect upon your learning process
throughout the semester and evaluate your own product.

1) Look at the following checklist and rate, from 1 to 5, how much you agree with the following
statements:

My topic of interest is clear and based on both my interest and the school’s. 4

My research question responds to a local need/is sensible to the school context. 5

I clearly identify the pedagogical and methodological aspects of my research question. 4

I see the connection/coherence between my question and how I want to address it. 4

I consider this question will be worth exploring during the second semester. 5

I still consider there are many ways in which my question can be improved. 2