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Transcript of Ruiz (2007) FL Writing & Multimedia Use
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Universidad de Antioquia
School of Languages
Adolfo León Ruiz Hernández
FL Writing and Multimedia Use
Action Research Report
Advisor: Clara Inés Arias Toro
September, 2007
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FL Writing and Multimedia Use
FOREIGN LANGUAGE WRITING AND MULTIMEDIA USE
This paper comprises a report of the project “Foreign Language Writing and
Multimedia Use”. This project arose from observations and teaching practices carried out
through the first semester of my teaching practicum. It is a requirement to receive my B. Ed.
degree in Foreign Languages (English, French).
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FL Writing and Multimedia Use
Universidad de Antioquia
School of Languages
Adolfo León Ruiz Hernández
FL Writing and Multimedia Use
Action Research Report
Advisor: Clara Inés Arias Toro
September, 2007
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FL Writing and Multimedia Use
TABLE OF CONTENTS
PREFACE 4
DESCRIPTION OF THE CONTEXT 5
THE PROBLEM 6
THEORETICAL BACKGROUND 8
OBJECTIVES 12
MAIN OBJECTIVE 12
SPECIFIC OBJECTIVE 12
PLANNING ACTION 12
DEVELOPMENT OF ACTIONS 14
DATA ANALYSIS 15
FINDING INTERPRETATION OF DATA 17
CONCLUSIONS AND SUGGESTIONS 22
REFLECTION 23
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FL Writing and Multimedia Use
ABSTRACT
This action research project explored the impact of the use of multimedia to enhance
the writing skill of Grade 9 students in an English foreign language class, in a public girl-
school in Medellín, Colombia. This research study was carried out during my Practicum year
and the results show that implementing multimedia activities in the language classroom does
help students both, increase positive attitudes and behaviors towards language learning, and
improve students’ overall language skills, especially the writing skill. Nonetheless, the impact
of the project on the students’ language skills was lessened due to time constrains.
KEY WORDS FOR RETRIEVAL
Multimedia in the language classroom, foreign language writing, writing skill
enhancement, CALL, motivation and autonomy, modes and amount of input.
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FL Writing and Multimedia Use
Computer use is widely spread in today’s world. Computers and all the facilities that
they present, such as easy manipulation and sharing of information and information presented
in a multimedia way (images, sounds, videos, and texts), offer a broad range of new
possibilities in the teaching and learning processes carried out in educational contexts. This is
why it becomes crucial for educational systems to implement such useful tools. In the case of
language learning, computer interface is bringing into language classrooms new ways for
teachers to help their students improve their Foreign Language (FL) skills.
This Action Research Report (ARR) presents the results of a research project carried
out through my teaching practice in the Institución Educativa Santo Angel (IESA), in
Medellín, Antioquia. The main objective of this ARR is to find ways in which students can
enhance their writing skills using multimedia as part of the development of the language class.
I am a pre-service teacher-researcher in the teaching practicum of the B. Ed. in
Foreign Language Program of the School of Languages, at the Universidad de Antioquia,
coursing the tenth semester teaching practicum.
This study emphasizes my role as a facilitator of the learning process. It presents me as
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DESCRIPTION OF THE CONTEXT
The IESA is a girl-school located in El Rodeo Sur neighborhood. This institution is
located in the southwest of Medellín and is classified as socio economic strata 3 – 4 (middle
class). It considers life as the primary and most prevalent gift from God. Likewise, humankind
is conceived as unique, intelligent, thoughtful, and in a process of change. Its philosophy is
defined by the Gospel values: justice, truth, freedom and love. Its main concern is the
improvement of the life of all the members of the educational community.
Concerning English, its syllabus emphasizes the development of linguistic skills and
competences through content-based instruction. It also proposes the use of different sources,
means and procedures to gain access to information facilitating, thus, Language Learning
(LL). Textbooks are not followed. Activities are prepared by the teachers depending on the
topic to be taught. The institution provides them with a few grammar books, dictionaries,
reading books, cassettes and video tapes. There is also an English laboratory in which there
are 42 headphones, a sound system, a TV set, and a VCR.
My Cooperating Teacher (CT) is one of the two teachers in charge of guiding the FL
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THE PROBLEM
During the first semester of the practicum I devoted most of my time to observe and
record in my journal the school context, the English class development, students’ attitudes
towards LL, and the teacher’s performance. One of the things that surprised me the most was
that the IESA was well equipped in terms of multimedia (something not common in most
public institutions). I also saw that, in contrast with other public institutions where I had
taught, students were highly motivated towards FL learning. This significantly facilitated the
teaching and learning process since students were almost always engaged with the activities
performed. I also observed that, according to my previous experience observing and teaching
classes in other public institutions and based on talks I have had with partners and colleagues,
students’ language levels were above the average level in public institutions.
Given these factors, I started to have high expectations about the results concerning the
students’ proficiency levels. In contrast, I started to realize that the aforementioned aspects did
not result in much progress in terms of language skills. I saw a big gap between the
institution’s language teaching ideals (stated in the syllabus) and reality. The class, even
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In cooperation with the teacher, I started to implement activities aimed at promoting
new ways to approach the contents to be taught. Some of these activities included authentic
material, such as crosswords, matching, hangman, bingo, reading and writing exercises,
different pronunciation modeling sources (i.e. audio tapes and CD-audios), whole class
interaction, and vocabulary in context. From talks with my CT and the students, I learned
they liked the activities because they provided an amusing way to learn. With these activities
students began to produce a little more during the class. For instance, during the whole class
interaction activities, students wanted to talk to their classmates and use the vocabulary they
had learned. Given these facts, I started to build up a hypothesis: the more input and
opportunity for FL interaction, the more probable for production to occur.
From a survey I conducted in order to know the students’ backgrounds, needs, and
interests, I learned that students preferred activities in which language is present in a more
authentic way (i.e. songs, role plays, games, and readings). I contrasted this information with
some observations I kept in my journal about the non-existent input from resources available
in the institution.
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THEORETICAL BACKGROUND
As the world of technology takes a core role in everyday life, a great challenge for
education and educators emerges: to take to the classroom all the benefits of technologies so
that the learning process can be enriched.
This, of course, also applies to language learning. In this field, efforts to develop
computer programs to be implemented in language classes started to show results in the
1960’s (Ahmad et. Al, 1985 cited in Lee, 2001) when the University of Illinois presented the
Program Logic for Automated Teaching Operations (PLATO) project. This software was
mainly composed by a range of activities aimed at grammar and vocabulary drills, and
translations. With time, this kind of software was developed into more efficient and effective
computer programs that allowed teachers to present their students new possibilities for
language learning. As this new language learning feature started to expand it adopted the label
“Computer Assisted Language Learning,” better recognized with the abbreviation CALL.
Those who are more aware of the necessity of taking the benefits of CALL into the
classroom are making big efforts to promote, on the part of educational systems, the use of the
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easily manipulated by students according to their needs, this gives them autonomy in their
learning process, allowing students to make decisions about what steps to take in order to
respond to their own needs. Besides, as it is interactive and integrated, it fosters motivation.
Kataoka (2000) gives an account of the advantages of using computers for language
learning. He presents three standpoints: the first one is related to the great number of
possibilities for real communication and use of authentic material (given that the internet
provides the students with lots of information in different types of formats, as well as with
chat and mail services) through the use of computer interfaces. Students can have more access
to authentic material in the target language used in real communication, which gives them
more possibilities to work on their own fields of interest. Besides, students feel more engaged
with tasks in which real communication and meaning negotiation are present. The second
standpoint, which is in agreement with the asseveration of Paige (in Hall & Austin, 2004) that
this kind of technology-supported learning processes help students to meet their learning
needs, is related to the opportunities students have for individual manipulation of equipment
This gives them the possibility to decide the pace for their own learning process and reduce
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conferencing systems, games, etc.) just for fun, keeps students highly motivated and engaged
with their LL process (Andrews, 1997)
In addition to the aforementioned advantages, another important aspect of using
multimedia in the language classroom is the possibility to foster specific skills, in this
particular case, writing skills. Using computers interfaces for writing purposes provides the
students with lots of possibilities related to what to write for, who to write to, and how to
write. Students and teachers who use computer software (word, word pad, etc.) experience an
easier writing and revising task than those who use pen and paper (Pennington, 1993; 1996a,
cited in Kataoka, 2000). Besides, interfaces such as chat rooms and e-mailing foster students
motivation towards writing given that these kinds of interaction occur in a real communication
context. That is, students do not write only to accomplish a writing task to be revised only by
the teacher, but to express their ideas to someone else who will respond accordingly. Finally,
to use a computer also means to be able to use software designed for language learning
purposes.
On the Internet there are web sites that offer teachers free-to-use software addressed to
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registers the results of the activities in a database, which allows the teacher to keep a record of
the students’ performance and progress.
Concerning writing skills, I took into account only the grammar aspects of the
language for assessment, namely, morphology, syntax, semantics, spelling and punctuation,
cohesion, and coherence, given that this aspects are more measurable with numbers.
Morphology is understood as the branch of linguistics that studies the structure and
form of words. This aspect was taken into account under three categories: word form, verb
tense, and article use. The first one refers to a mistake produce by a slip or confusion in the
form of a word (i.e. Travel agent vs. travel agency). The second one refers to a mistake in the
form of a verb in a tense that is not the appropriate for the correct meaning of a sentence. (i.e.
I had a great weekend and learn a lot about my grandmother. vs. I had a great weekend and
learned a lot about my grandmother). And the third refers to a mistaken use of an article form
(e.g. a vs. an) or the use of the indefinite article instead of the definite one. It also refers to the
lack of the article when it is needed or the presence of it when is not necessary. (i.e. There is
store vs. There is a store. In front of the my house vs. In front of my house).
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Semantics is defined as the branch of linguistics that studies the aspects of meaning
expressed in a language. Under this aspect there are the following categories: word choice,
which refers to an error in meaning or grammar produced by the use of a word where another
one should be used. (i.e. We looked for in the house vs. we searched in the house. In the left
vs. to the left), word order, and incomplete (explained above).
OBJECTIVES
In order to carry out this project, I established the following main objective:
To foster students’ FL written output by using a computer
interface (Clic 3.0) to increase the amount and mode of language input.
In the same way I established the following specific objectives to facilitate the
accomplishment of my main objective:
To design lessons related to the English syllabus to be
implemented with Clic 3.0
To design writing tasks to measure the students’ development.
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return after passing by observation. This is the spirit of Action Research, a cycle of planning,
acting, observing, and reflecting in order to develop new plans of action. (Selener, 1997)
As the number of students in the educational context in which I developed this ARP
project was high, I decided to ask three students to allow me to use their writing outcomes as
data for the project. I thought that in order to get different results for this research, I should
take into account what Mayer and Moreno (1999) term individual differences, which in this
case I will apply to refer to language proficiency levels. I decided to ask my students as I think
that they reflected, somehow, different levels of language proficiency found in the class.
Thus, Student 1 evidenced a high level in contrast with the average level of the class. Student
2 evidenced an average level. And Student 3 evidenced a level under the class’ average
proficiency level. These students’ performance in the class was the same as the rest of their
classmates’. The three received the same instructions that the rest of the class for the tasks
used for data, the same amount of time to do the tasks, and the same type of help as the rest, so
that the data collected was as similar as possible as the outcome of the rest of the class.
I decided to gather three different types of data. The first type of data reflected the
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reports included the number of session each student took, the number of activities completed
from those proposed, the number of activities resolved correctly, the time spent in each of the
activities, the time spent in the session, and a percentage intended to measure the overall
performance in each session. And for the third type of data I kept a journal in which I
recorded different aspects of the educational context such as students’ behavior, class
development, and students’ overall output (focused on written output). These notes let me
keep trace of my perceptions, thoughts and reflections through the whole process. As
explained above, all of the students took part in the same kind of activities and my
observations and reflections were centered in the overall performance of the class. For the
data analysis, I used Burns’ (1999) five stages for data analysis: assembling, coding, and
comparing the data, building interpretations, and reporting the outcomes.
DEVELOPMENT OF ACTIONS
At the beginning of the second semester of my teaching practice I started to teach all
the classes in the group, 3 hours a week. According to the Practicum Work Plan, during the
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This writing task was aimed at evidencing what they had learned from the previous
class sessions and at having a starting point to establish later comparisons and contrasts.
Students were given 30 minutes to write at least one page about their dream neighborhood.
While students were doing the given task, I took notes about what I observed concerning
students’ behavior and general class development. In the same way, after the class was over I
completed my notes based on my impressions.
The multimedia implementation from which I got the reports, took place on October 18
and 25 in the Computer Room of the institution. However, students had had a previous
introduction to the program during a class session carried out on September 29. This first
contact with the program did not have the expected results given that all of the students did not
have the opportunity to operate it because of the number of computers. Due to difficulties
arising from extracurricular activities done during class time, students were asked to do the
first set of activities at home in order to have the opportunity to become familiar with the
interface and with the way to operate the program, and at the same time not to be affected by
the reduced time class allocated to my activities. Nonetheless, on October 18 the data from
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research study. First, the way in which the project had to be developed. Due to events at the
university, the two semesters of my practicum year had to be planned in a way that would
allow us to complete it without delays. To accomplish this, it was necessary to make some
adjustments with which I agreed when they were proposed to me. Those adjustments included
the completion of the first part of the process in half a semester (from April to June) so that we
could start the implementation of the project proposal in the second semester of the year.
Nonetheless, due to school extracurricular activities, the implementation as such was only
possible during the last month of the school year. This significantly reduced the possible
impact of the project in the students’ LL process.
Second, most of the difficulties I had during the final part of the project (the one
concerning the data analysis and the report of the findings and interpretations, as well as the
reflections that emerged from the research process) were due to personal matters which
prevented me from devoting the necessary time to carry the project out within the established
time (up to February 2007). These difficulties forced me to take one semester more to present
the missing part. This fact, of course, affected the reliability of the results as this process was
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interpretations were not a result of intuitions or anticipated outcomes, but of the analysis of the
overall research process itself.
Journal entries: At the beginning of the implementation of actions, it was planned to
take into account most, if not all, of the journal entries from class observations and reflections.
However, after the analysis of several entries, I did not find much data to make interpretations
concerning the implementation of actions and the impact of the use of the computer interface
in the students’ writing performance. I decided, then, to use only observations and reflections
registered in my journal in the sessions in which actions and multimedia were implemented.
After reading and analyzing the journal entries I recorded from the sessions explained above, I
saw that many of my comments were addressed mainly to three categories that I call:
motivation, autonomy and input (meaning modes and amount of input).
Pretest and Posttest: First, I analyzed each of the students’ written samples. I identified
their mistakes and classified them into categories. I counted the number of mistakes under
each category and ranked the categories according to the number of occurrence. I also
counted the number of simple and complex sentences. Then, I briefly explained the mistakes
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implementation of my teaching practice. In this part, I will report three crucial factors for
writing skill enhancement. I will refer, first, to motivation, promoted by the use of multimedia
in the language classroom; second, to autonomous work, facilitated by the corrections the
software provided and the easy manipulation of the program; and third, to modes and amount
of input, an appealing and essential feature of the CLIC program.
Multimedia as promoter of motivation in the writing skills enhancement process
Even though at the beginning of the project I saw that motivation was not a problem in
this context, I recognized that the reflections I wrote based on the lessons I implemented, were
focused on how the activities kept students motivated.
For instance, in the session in which I presented the CLIC 3.0 program to the students
for the very first time, I prepared a set of activities such as filling in the gaps, listening and
completing, matching, verb conjugation, etc. That day I wrote in my journal: “Even though the
class could not be developed as expected, due to the number of computers and the poor
familiarization (sic) of the students with this kind of technology, students showed very high
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(2000) remarks, the fact that students had the possibility of manipulating the software at their
own pace and that the program gave them scores during each activity, helped them to reduce
levels of anxiety as they were more focused on competing against their classmates than on
being worried about making mistakes.
Multimedia as promoter of autonomous work
Regarding autonomy, I found that students liked so much the activities presented in
this multimedia way that they wanted to take the software with them so they could practice the
activities at home. Taking this into account, I talked to my CT and asked her about the
possibility of asking the students to bring CDs to burn the software and the activities so they
could install them in their computers at home. This way they could be more familiar with the
software and take more advantage of the classes with multimedia exercises. She told me it was
the students’ decision. Before asking the students, I also talked to my Advisor and explained
to her that this could help me to overcome time constraints. She agreed but asked me to be
sure that all the students could do it, not just some of them, because this could create
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showed the most motivation, were more familiar with the vocabulary used to explain how an
activity should be completed. These facts evidence that students are using CLIC at their home
as a way to foster their language skills”. (Journal, Reflections # 14, October 18). In order to
support this last statement I have to say that students evidenced general language learning
improvement. After working at their homes, students were more capable of using the target
grammar structures. They also demonstrated to be more fluent in their written answers when
completing texts. Besides, students showed more understanding of pieces of audio used for
transcription purposes.
Multimedia as a crucial tool to address students’ different learning preferences and
to increase opportunities to receive input: Modes and amount of input
During the first part of the project implementation I noticed that: “Even though
students are normally motivated in the classes, their involvement increases when the activities
proposed present different ways to do a task or different ways in which the information to be
learned is presented (a piece of audio, a reading, a game, a drill practice, etc.)” For example,
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with a type of activity (Andrews, 1997). The second was that since students could manipulate
the software according to their own speed of learning and processing of information, they
could set their own pace (Kataoka, 2000). This made them more comfortable and more
capable to solve the activities than if they had to solve them at their classmates’ pace.
In terms of language skills enhancement, particularly writing skills, in the analysis of
the pretest and the posttest I found that when students were more exposed to writing tasks and
in such different ways (amount and modes of input: Willets, 1992), as they were through the
CLIC program, they handled the syntax rules of the language more easily since repetition
made them more aware of sentence structure. In one of the student’s posttest the influence of
the activities developed in class, and especially those developed through the software
implementation, was very evident. This is the case of the syntax improvement in the written
samples. The student clearly followed the structures fostered in the CLIC activities. Equally,
I discovered that when students felt more comfortable with correctly using sentence structure,
they felt more confident to write, regardless of a correct expression of meaning.
Likewise, I saw that the CLIC activities helped student to improve semantics. Students
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regarding sentence division improvement were highly influenced by the type of exercises
developed with the CLIC program.
CONCLUSION AND SUGGESTIONS
The main conclusion of this action research project is that the use of multimedia in the
language classroom does help students to enhance overall language abilities, and results to be
a prominent tool to foster students’ writing skills. Likewise, this way to complement language
instruction also provides students and teachers with crucial factors such as the increase of
motivation and involvement in language activities as well as autonomy toward the completion
of language tasks on the part of the students. Finally, the broad range of possibilities, amount
and modes, to present information and activities to the students, makes of computer interfaces
a very valuable tool in the language learning and teaching processes. I believe that if teachers
take the risk of bringing to their language classrooms the benefits of multimedia, efforts will
result in their students’ language improvement.
Nonetheless, it is necessary to mention that due to the characteristics of most public
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REFLECTIONS
My life as an educational researcher can be reduced to the last three years of my
existence. This makes me very inexpert in the field. Nonetheless, I can say that my evolution
as a researcher has taken big steps. During this ARP, I saw the fruits of all the years I devoted
to studying in this program.
This action research process also helped me to be aware of the necessity to go beyond
in the language learning and teaching fields. It made me see the importance of being a
reflective teacher in order to strengthen, and to question in order to change, if necessary, the
principles and beliefs on which I founded my teaching action.
Concerning teaching, all I can say is that this experience made strengthen my
willingness to devote my life in favor of humankind’s education in order to make of this world
a better place to live.
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REFERENCES
Andrews, B. S. (1997). Multimedia in the foreign language classroom. Retrieved August 15,
2006, from the Education Resources Information Center (ERIC) Web site:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/23
/43/9a.pdf
Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge,
England: Cambridge University Press.
Chun, D. M., & Plass, J. K. (1996). Effects of multimedia annotations on vocabulary
acquisition. The Modern Language Journal, 80, 183-198.
Fu, H. (1996). Multimedia teaching in Chinese courses: Practice and suggestions. Retrieved
August 15, 2006, from the Education Resources Information Center (ERIC) Web site:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/25/
35/83.pdf
Hall, M. H. and Austin, T. Y. (2004). Integrating technology in an interactive, content-based
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Kataoka, K. (2000). Computer for English language learning in Japanese schools. Retrieved
August 15, 2006, from the Education Resources Information Center (ERIC) Web site:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/10/
ca/2a.pdf
Krashen, S. D. (1981). Second language cquisition and second language learning. Retrieved
Abril 3, 2007, from Stephen D Krashen’s Web site: http://www.sdkrashen.com
Lee, K. C. (2001). Selecting and Integrating CALL software programs into the EFL
classroom. Retrieved July 15, 2006, from the ERIC Digest’s Web site:
www.eric.ed.gov
Mayer, R. E., & Moreno, R. (1999). A cognitive theory of multimedia learning: Implications
for design principles. Retrieved July 12, 2006, from the University of New Mexico
Web site: http://www.unm.edu/~moreno/PDFS/chi.pdf.
Mustafa, Z. (2001). Non-courseware factors involved in using multimedia in foreign language
instruction. Retrieved August 15, 2006 from the Resource Center (ERIC) Web site:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/0d
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FL Writing and Multimedia Use
APPENDIX A: DATA COLLECTION CHART
RESEARCHER: ADOLFO LEÓN RUIZ HERNÁNDEZ DATE: Jan , 2007RESEARCH TOPIC: FOREIGN LANGUAGE WRITING AND MULTIMEDIA USE
RESEARCH QUESTION: How can I, as a practicum student, foster the FL written output of my ninth grade students by using multimedia?
PARTICIPANTS: Three Grade 9-2 students, Cooperating Teacher, Adolfo León Ruiz Hernández (researcher).Datasource
What the data is How to get thedata – techniques
Participants
Whogets tedata
Where + Whento get the data
How often
People:Grade 9-2students
Students’ performance inwriting
Pretest activity:written text (Classactivity)
Students Me In class, at theinstitution
Once, at the beginning of the implementationof the project.September 21
People:Grade 9-2students
Students’ performance in acomputer interface
Softwareapplication.Program Clic 3.0
Students Me In class, at thecomputer room,in theinstitution.
Twice. The first one, on October 18, in classtime. The data collected corresponded to twosessions. The second time was on October 25,in class time. The data collected
corresponded to one session.
People:Grade 9-2students
Student’s performance inwriting.
Posttest activity:written text (In-class activity)
Students Me In class, at theinstitution
Once, at the end of the implementation of the project. November 15
Me - My reflection onmy role as ateacher.- My role as ateacher itself.- Myinterpretations onstudents’
performances.
Journal Keeping(Teacher diary/journal – Burns, 1999).
Me Me After class, athome.
Three times a week.
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