Data Collection. Analysis and results
Components of teaching process: subjects, teachers, students
This chapter aims to present the design, subjects, data collection procedure, and data collection instruments of the study. The data obtained from the students and the teachers in Suleyman Demirel University and school of Belinskyi teachers and pupils. Firstly, the subjects of the study will be presented.
Subjects
The research took place in the fall semester of 2016 academic year and during internship program from 04.04.2016 to 30.04.2016. Since the independent work is a very important part of language teaching and learning process. teachers and students were equally important in terms of their roles and opinions on learning and teaching .
Teachers
Teachers who took part in my investigation came from the faculty of Philology and Educational Sciences and school teachers. Most of them are teachers of practical English course. All in all thirteen teachers took part in the surveys. There were the instructors of different types of lessons first being the Practical English course which implies teaching all four skills in one class, second Reading and Writing where the students retain vocabulary from reading texts and Listening and Speaking which mainly focuses on introducing new vocabulary to enable the learners to develop speaking skills by learning every day useful words and expressions. The rest of teachers came from the faculty of Philology teaching English for specific purposes and methods of foreign language teaching. They all have a great experience of teaching the English language to students.
Students
The number of students who took part in the investigation was 36. Among them were intermediate, pre-intermediate, upper-intermediate learners. Among pre-intermediate students I conducted 16 lessons where I used selected types of tasks (internet resources) which help to foster independent learning skills. The number of students was sixteen. The pupils were aged 15-16 years coming from the ninth grade. The participants of the investigation from SDU were 2nd year students 20 in number. These students were selected because they were exposed to various techniques of teaching language in their education life. And Moreover, they already were ready to do the different types of independent learning tasks like project based tasks, task-based activities etc.
Methodology
The methods I have used for my research work were the Qualitative Research and Quantitative research methods, experiment, pre and post test as the measurement of learning to compare what the students knew before and after the class experience. Before conducting the classes I have formulated the module of Efficient methods and techniques of planning English language learners’ independent work. Using that module I have conducted sixteen classes at school were I have used selected types of individual tasks: task-based, project-based and problem-based activities in class and out of class in order to promote students independent learning skills.
Data Collection. Analysis and results
As it is a very significant nowadays to develop students self-study skills independent learning tasks must be chosen very carefully and, as language teachers, we must know the best way to make our students to become independent and responsible for their education, in particular learning languages. Teaching and Learning through internet resources using websites may be really very useful since they are both enjoyable and instructive. The data collection procedure was really overwhelming because it was hard to decide the most appropriate research instruments to be used in the study. In order to find out the answers to the research questions, a variety of data collection instruments including observations and questionnaires and interviews were used.
So, throughout the year I had been searching for the ways to reveal the importance of implementing efficient techniques that can promote to using internet resources websites. Before getting started I had to make the plan of investigation. For this first, I needed to find the teachers who had an experience working with different learners in order to interview them about the techniques and methods they used for independent work. Second, I had to conduct lessons with learners and figure out their attitudes towards doing different independent tasks like problem-based, task-based, group work etc. Afterwards they had to be surveyed on the variety of questions related to the topic. And these were not the single methods of the action research.
During the data collection procedure, the steps of the investigation were as follows:
1. Data collection instruments were prepared and their reliability was measured by my supervisor.
2. Twenty experimental lesson were conducted where students were checked on their abilities to work independently.
3. The students and teachers who were given questionnaires and
Interviews were selected in school teachers and Faculty of Philology.
4. The questionnaires were carried out. Firstly to students, then to the teachers.
5. After the questionnaires, interviews were applied.
6. At the end, the results were analyzed.
In general I gathered information from:
- Professional literature
- Teachers
- Students
- From analysis of lesson observations