Lê Thị Vân Nga _Group 18B

PORTFORLIO
Week 4
Lecture 4: Survey research
A. Introduction
1. Definition:
A survey research is a study of a large group through direct study of a
subset of that group. Surveys are widely used to gather data at a particular
point in time to:
Describe the nature of existing conditions
Identify standards against which existing conditions can be compared
Determine the relationships that exist between specific events
2. Purpose of survey research
Survey research is conducted to learn about characteristics of an entire
group interest (a population) by examining a subset of that group (a
sample).
(Johnson, 1992:113)
3. Methods of collecting data
• Questionnaires
• Interviews
• Direct observation
(Johnson, 1992:104)
4. Main steps of doing a survey research
• Determining the purpose of the study
• Stating the research questions
• Specifying population and drawing a sample
• Deciding methods of data collection
• Developing instruments.
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• Collecting data
• Analyzing data
• Addressing non-response

B. Sample research
Title: Students’ and teachers’ use of and attitudes’ to L1 in the
EFL classroom
Author: Yuri Kim, Renaissance International school in HCMC,
Vietnam
Eleni Petraki, University of Canberra, Australia.
Source: Asian EFL Journal
The research questions are stated very clearly:
- What are the NEST and non NEST teachers’ views on the appropriate use
of L1 in the classroom and its perceived contribution to the students’
learning?
- What are the EFL learners’ opinions about the appropriate use of L1 in
the classroom and its perceived contribution to their learning?
- Are there any similarities and differences between those opinions?
- What are the EFL teachers’ and students‘ opinions about the use of L1 in
the 4 macro-skills and three different English proficiency levels?
The context the survey was conducted: in EFL classrooms at a Korean
school in Vietnam.
How the population was defined: A Korean school in Vietnam with mixed
ability students and multilingual backgrounds and other school confronting
similar dilemmas. A sample is 6 Native English Speaking Teachers
(NESTs) and 6 Korean native speakers (Non-NESTs) and 30 secondary
students from 3 different levels, each level represented by 10 students (for
questionnaires). For the interviews, 6 teachers and 9 students were
interviewed which were chosen randomly.
The sampling procedures used: Samples were randomly selected.
The procedures used to collect data:
Questionnaires: two different versions: the teacher version and the student
version. They included a variety of questions that were open-ended,
yes/no, ranked, multiple-choice, scaled and short answer questions.
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Interviews: semi-structured interviews and group interviews. The interviews

were tape-recorded, transcribed and summarized in the findings section.
Observation: Observation notes were kept by one of the researchers using
an observation sheet that aimed to record information about the degree of
L1 used in different activities and the effectiveness of the lessons.
What respondent rates were achieved? 100%
Was there non-response bias? No
What analyses were performed?
The usefulness, ideal frequency, and maximum benefit of L1 use; the
opinions towards L1 use, opinions of disadvantages of L1 broken down by
level, and benefits of L1 use broken down by macro-skill; the different
viewpoints between teachers and students.

The results and the conclusions drawn: L1 plays a supportive role in the
language classroom, especially in the early stages, and more significantly in
reading and writing. A bigger sample of students and teachers could be
employed in the future. It is also important to acknowledge the influence of
the Vietnamese learning environment and other L3 linguistic and cultural
environments the Korean learners have been exposed to, on their preference
for L1 use.
What are the stated implications?
First, students, teachers and administrators should work collaboratively
towards the improvement of the curriculum and teaching. Research into
students‘ and teachers‘ attitudes in every school can contribute to
everyone‘s awareness and can assist in identifying a consistent approach to
L1 use. This research has uncovered a need for cooperation between NESTs
and Non-NESTs. The evidence shows that L1 use can be useful especially
for beginner levels and in general for reading tasks. An English-only policy
is more useful when employed in the upper levels where the percentage of
English used by both teachers and students is high. Both Non-NESTs and
NESTs should work closely together on teaching strategies and policies that
will lead to students‘ effective learning. They should also be actively
involved in the decision making about a policy that is appropriate for each
school.
As Non NESTs were found to lack confidence in language proficiency,
which led to their 75 increased and inappropriate L1 use, seminars should
be offered to improve their confidence and promote L2 use among the
teachers. Effective collaboration between Non-NESTs and NESTs can also
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work towards this goal by increasing their opportunities for language

practice and updating their English language skills.
As the findings have indicated the importance of judicious L1 use and
increase of L2 use, classroom activities promoting L2 use should be
developed. For example, a merit system could be implemented where
rewards are given to students who try to communicate in English. The
points are accumulated at the end of month and those who receive the most
get an award, which will motivate students to do likewise.
Future research could focus on evaluating the environment and
progress of students in the two units in the Korean school. In
addition, a bigger population sample from teachers and students
from other minority groups in Vietnam and other countries, using
more qualitative methods could offer a more comprehensive
picture of the preferences on L1 use. Researchers could also
investigate L1 use in early year groups since younger age learners
tend to learn foreign languages in an identical fashion to the
acquisition of their mother tongue. Furthermore, multilingual
language classrooms in international schools would be worth
investigating, in particular how the students’ approach to L1
differs from students with the same background.

C. Questionnaire
1. What is a questionnaire?
 Questionnaires are any written instruments that present
respondents with a series of questions or statements to which
they are to react either by writing out their answers or
selecting from among existing answers.
(Brown, 2001)
 A questionnaire is a research instrument consisting of a
series of questions and other prompts for the purpose of
gathering information from respondents.
(Wikipedia)

2. Types of questions:
2.1. Open - ended questions
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An open item is one in which the respondent can decide what to

write and how to say.(Nunan,1992)
Include items where the actual question is not followed by
response option for the respondent to choose from but rather by
some blank space to fill.(Dorneyi,2003)
Types of open-ended questions:
- Classification questions
- Specific open questions
- Sentence completion items
- Short answer questions
2.2. Close-ended questions:
A closed item is one in which the range of possible responses is
determined by the researcher.
( Nunan, 1992)

One in which the respondent is provided ready made response

options to choose from by encircling or ticking or by putting an X
in the appropriate slot/box (Dorneyi,2003)
Types of close-ended questions:
- Rating scale items
- Likert scale
- Rank order items
- Checklists
- Numeric items.
-
D. Interview
1. What is an interview?
An interview is a conversation between two or more people (the
interviewer and the interviewee) where questions are asked by the
interviewer to obtain information from the interviewee.
(Wikipedia)
2. Kinds of interview
- Structured interview:
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+ The interviewer asks each respondent the same series of

questions.
+ The questions are created prior to the interview, and often
have a limited set of response categories.
+ This type used most often by quantitative researchers.
+ The interviewer plays a neutral role and acts casual and
friendly, but does not insert his or her opinion in the interview
+ Questioning is standardized and the ordering and phrasing of
the questions are kept consistent from interview to interview.
- Unstructured interview:
+ It is an interview without any set format.
+ It is a method of interview where questions can be changed
or adapted to meet the respondent’s intelligence, understanding
or belief.
+ Questions tend to be open-ended and express little control
over informants’ responses.
+ Most often used in ethnographies and case studies
- Semi-structured interview:
+ Have a structured overall framework but allow for greater
flexibility.
+ Expect to cover every question in the protocol
+ Most often used in qualitative studies
+ Benefits include the ability to gain rapport and participants'
trust, as well as a deeper understanding of responses
+ Data sets obtained using this style will larger than those with
structured interviews
3. Shape of an interview:
- Introductions
- Social comments about the time and place
- Background information to the interview and explanation of
how it will be conducted, what you are seeking, and so on
- The interview itself
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- A few straightforward questions to finish the interview off

and some information about use and contacts
- Closing down-thanks and goodbyes

PORTFORLIO
 Lê Thị Vân Nga _Group 18B

Week 5
Lecture 5: Case Study

A. Introduction
1. What is case study?
A case:
- A unit of analysis: a learner, a teacher, a class, a school, an agency, an
institution etc.
- A single entity usually exists in its naturally occurring environment
Case study: the study of one case
2. Definitions of case study
• A case study is an exploration of a "bounded system" or a case over
time through detailed, in-depth data collection involving multiple sources
of information rich in context.
http://labweb.education.wisc.edu/cni916/def_case.htm.
A case study is a collection and presentation of detailed information about a
particular participant or small group, frequently including the accounts of
subjects themselves.
http://writing.colostate.edu/references/research/glossary/index.cfm
#case_study
A case study is a study of a ‘bounded system’ emphasizing the unity and
wholeness of that system, but confiding the attention to those aspects that
are relevant to the research problem at the time
(Stake 1988)
A case study is a study which focuses holistically on an entity
(Johnson 1992)
3. Uses of cases study
Case study may be used to investigate:
Learning of a second or foreign language
Coping with academic content in second/foreign language (academic
listening experiences of ESL Ss in university courses)
Scaffolding, problem solving and second/foreign language learning (L2
learning and content learning interact younger students)
Second/foreign language writing
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Reading strategies
Adult literacy
Modifying input strategies (teachers in their classroom
interaction)
4. Main characteristics
Collecting data about a specific individual, object ,or group
Using multiple sources of evidence
- Including account from the subjects themselves.
Studying events and subjects from real-life contexts.
Drawing conclusions about the research and limits them to the subject(s)
with the defined context only.
Seeking to understand complex phenomena from the participant's point of
view.
Seeking answer to questions of how and why, instead of who, what, where,
how much, and how many.

5. Steps for a case study

Define the problem
Search and review the literature
Formulate the research question
Define participants
Select data gathering instruments
Collect data
Analyze the data
State the results
Discussion and recommendation
6. Purposes of case study
to describe the case in its context
to understand the complexity and dynamic nature of a particular entity
to provide rich information about an individual learner, processes and
strategies he uses to learn and communicate, his own personalities,
attitudes, goals interacting with the learning environment and precise
nature of his linguistic growth
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7. Methodology
Five key issues:
Initial problem formulation
Defining the unit of study and its boundries
Data collection techniques and reseacher role
Analysis – the search for patterns
Communicating the experience in a report

8. Initial research question

Research question often arise out of knowledge gaps or discontent
with currently accepted explanations for phenomena

Illustrating the experience of one learner are either consistent with

or diverge from theoretical claims
9. Determining the boundaries of the case

‘A case tells a story about a bounded system’ (Stake 1988)

The boundaries depend on the goals of the study
Benson’s (1989) case study of university academic listening
Boundaries:
- Listening and note-taking activities of Ss
- Lectures, lecture notes, expectations of lecturer for Ss performance
Johnson’s (1987) case study on 2 school district’s Migrant Education
Programs
Boundaries:
- The important programs: ESL bilingual, regular program
- Contextual factors that contributed to sharing Ss’ education
experiences: administration, teachers, aides, students, parents

10. A working research design

To state aspects of the case and its natural environment that are
relevant to goals of study
A plan, a set of guidelines for researcher’s activities: what needs
to be accomplished to carry out the study
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Setting out questions to be addressed: unit selected for study,

entity/situations/people to be studied, data collection
procedures, guidelines for analysis, time involved
11. Data collection techniques
Can be entirely naturalistic observation, elicitation methods and verbal
reports, collection of written materials
Observing natural communication in its settings (both oral and written):
note-taking, audio-recording, video-recording for verbal interactions,
keeping diary or journal (retrospective rather than live observation),
written production resulting from everyday activities
Elicitation techniques: the researcher elicits information
techniques: tape recorded conversations, tape recorded tutoring
sections, interviews with learners, teachers, think-aloud
techniques

Interviewing: highly structured, semi-structured, unstructured with

interview guides.
- Informal interviewing is a central data collection techniques
(ethnographic in orientation)
Verbal reports: a think-aloud procedure to trace the mental process
Collecting existing information as an additional source of
information to data from main techniques which helps
researcher gain a holistic view of the subset: written work
completed for classes, samples of writing, test data, data from school
records, information about the family/community

12. Analysis: a search for patterns

Analysis strategies vary according to purpose of study and types of data
To examine the data for meaningful themes, issues, or variables
To dicover how data (themes, issues, or variables) are patterned
To attempt to explain the patterns
It is a continual process of looking for meaning by sorting reiteractively
through data
(eg. Processes that Ss use to accomplish writing tasks, anlysing spoken discourse to
search for patterns of interest)
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13. A high quality analysis

Identify important variables, issues,, themes
Exlain how these patterns interrelate in the bounded system
Explain how these inerrelationships influence the phenomena
under study
Open fresh new insights
14. Criteria for analysing case studies

What is the research question?

In what context was the research conducted?
Who were the participants in the study? How were they selected? What
were their relevant characteristics?
What was the theoretical orientation of the researcher?
What was the role of the researcher?
What data collection procedures were used? How much time was spent
collecting the data?
How were data analyzed? What were the findings?
What conclusions are drawn? Are they logically related to the descriptive
data?
What is the contribution of the study to our knowledge of EL/FL learning
or teaching?
What are the stated applications for teaching?

B. Sample research

Exploring a Summer English Language Camp Experience in China: A

Descriptive Case Study
Authors
Mervyn J. Wighting, PhD
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Assistant Professor of Education, Regent University

Deanna L. Nisbet, EdD
Assistant Professor of Education, Regent University
Evie R. Tindall, EdD
Associate Professor, Regent University

1. Question/hypothesis:
- How do summer language camp experiences influence the conversational
English of Chinese students (ranging from 8-18 years of age)?
- How are the summer camp experiences different from the traditional
school experience for Chinese students (ranging from 8-18 years of age)?
- What are the most beneficial aspects of the camp for students and teachers
and what are the least beneficial aspects of the camp for students and
teachers?
2. Context:
- Real life context – China (boundaries): English language learners
largest concentrated worldwide; expose to the global marketplace
=>policies to expand the use of English at the grassroots level and
educational changes
- Summer camp context
3. Subjects: 149 Chinese students aged 8-18 (69 males, 80 females); 10
teachers from the U.S. and 10 local Chinese teachers; 24 teaching
assistants from the USA.
4. Procedures:
- Survey
- Semi-structured interview
5. Conclusions:
- Informal means of instruction:
+ Most helpful in facilitating improvement in their spoken English
+ Contrast markedly with typical one in traditional language classrooms
in China (grammar-based curriculum)
- The summer camp affords teachers and students the opportunity to
focus almost exclusively on interactive use of English.
- Provide a unique opportunity for participants to use English for
authentic purposes
Students not resistant to interactive language instruction
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- Camp phenomenon making relationship build and personal and

professional change (all participants became learners, teachers and
students alike)
6. Implications for teaching: Summer English language camps play a
role in addressing the growing need in China for spoken English
proficiency. They have great potential to provide rich opportunities
for exchanging individual worldviews, promoting cultural
understandings, experiencing professional and personal growth, and
fostering meaningful and lasting friendships across cultures.
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