ACTION RESEARCH

Mills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill Prentice Hall.

Reconnaissance

… is systematic inquiry done by teachers (or other individuals in the teaching/learning environment) to gather information about- and subsequently improve- how their particular schools operate, how they teach, and how well their students learn.

Chapter 1: Understanding Action Research

Action Research TeachingFocus Area Objectives

Data CollectionImplement lesson

Reflect on whether students achieved objectives

Data Analysis & Interpretation

Reflect on Lesson

Action Planning Reflect on how today’s lesson affects tomorrow’s lesson

4 Steps in the Action Research Process Based on Deborah South’s Example of “Unmotivated” Students

Step 1

KEY CONCEPT: Identifying an area of focus

EXAMPLE: The purpose of this study was to describe the effects of a “study skills” curriculum on student outcomes. In particular, the study focused on the variables of student attendance, peer influence, adult influence, and students’ self-esteem.

X

Step 2

KEY CONCEPT: Collecting data

EXAMPLE:

Data was collected through surveys, interviews, and report card/attendance records.

Step 3

KEY CONCEPT: Analyzing and interpreting the data

EXAMPLE: • Attendance did not appear to be an issue-- children attended school

regularly. • Peer groups did affect performance. Students encouraged each other

not to complete homework assignments. • Teacher approval of student work appeared to have little effect on

students’ work habits, whereas about the half of the children indicated that they were motivated to complete their homework to receive parental approval.

• On average, student grades had dropped dramatically during the term

in which they were enrolled in the study skills class. • Interpretation: The study skills class was having a negative impact on

student outcomes, behavior and attitudes.

Step 4

KEY CONCEPT: Action planning

EXAMPLE: It was determined that students would not be homogeneously grouped for a study skills class the following year because of a “critical mass of negativity” that appeared to emerge from the students as they fed off each others’ lack of motivation. The study skills curriculum would continue to be used and monitored with a heterogeneous grouping of students.

The Dialectic Action Research PlanMills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill

Prentice Hall.

Develop an Action Plan

Collect Data

Identify an Area of Focus

Analyze and Interpret Data

To Do:

1. Select an appropriate area of focus.

2. Do reconnaissance.

3. Review related literature.

4. Write and research plan to guide your work.

Steps to Planning anAction Research Project

Area of Focus

1. Criteria for Selecting a General Idea/Area of Focus:

• Should involve teaching and learning and should focus on your own practice

• Something within your locus of control

• Something you feel passionate about

• Something you would like to change or improve

Take a statement/observation and turn it into a Research Question.

Steps to create a good Area of Focus

• Identify a problem or situation you would like to change or improve.Example: My ESL students don’t like to read in English.

• Turn that problem into a question.*Example: What can a ESL teacher do to motivate her

students to enjoy reading in English?

* This question will guide your reconnaissance and eventually your development of final research questions.

2. Criteria for Reconnaissance:

• Explore your own understanding of your Area of Focus.

• Write a Reflective Memo

Reflective Memo

Steps for writing a goodReflective Memo

Based on your Area of Focus, …

• Self-Reflect on your own understanding of the general situation

• Describe the specific situation to clarify the focus area (who, what, when, where, how)

• Explain how and why the specific situation can be improved (why)

Self-Reflection(Background Knowledge)

Discuss own understanding of the general situation based on…

1. Beliefs about teaching and learning

2. Educational values

3. Known theories or research

4. Historical or school contexts

Example:

“I believe that the ESL students in my class don’t have good reading strategies in L1, and therefore find reading difficult in L2. This is…”

Description(Context)

Describe the specific situation you wish to change or improve by answering :

1.Who

2.What

3.When

4.Where

5.HowExample:

“The ESL students at my school come from very poor areas and most have had interrupted schooling in their L1. We know this from… Their weak education background has… ”

Explanation(Hypotheses and Bias)

Explain what you think can improve the situation and why…

1. Answer: Why?

2. Give possible explanations (hypotheses).

Example:

“If we were to teach our ESL students reading strategies, we should see improvement in their reading in L2.”

SAMPLE: Reflective MemoBy

Barbara Noel

Self Reflection

Based on my experience in higher education, it is very difficult to have professors approach their practice with humility and admit they have a lot to learn. [n1] Oftentimes professors spend a lot of time building their knowledge. They then receive a heavy teaching load. It is therefore, difficult to have energy left over for further learning. Their careers are also built on a reputation of their expertise in a certain area. Having to admit lack of knowledge then goes against their reputations and time for further learning. [n2]

When people come together to learn through research change inevitably ensues and learning is heightened. Many theorists such as Morris (2002) suggests that change in learning institutions occurs more deeply through collaboration between teachers and research projects.

n1]Topic sentence [n2]Examples [n3]theories

Description

At UNICA professors teach English and content as they prepare students to be bilingual teachers. While many professors are highly skilled in teaching English, the idea of teaching students to learn through a new language is new. They need tools to know how to deliver curriculum in a way that is not confusing to them[n4].

Often[n5] our students do not understand important concepts because they are explained in a language they are still learning. For example, when students learn about cognitive theories in pedagogy such as those of Bruner (1990) they miss parts of the explanations because they have insufficient vocabulary.

When[n6] students do not fully understand important concepts they develop gaps in their practice and their ability to build on prior learning.

[n4]situation[n5]evidence[n6]critical factors, why it is a problem

Explanation

The SIOP model is a way of delivering lessons to second language learners through content courses. It has been validated on the K-12 level and now we are validating it on the higher education level. I predict that professors and students will find this to be a clear and tangible tool to support their learning process. [n7]

I’m interested in finding out about professors’ experience as they learn to apply this model. Students at UNICA will learn how to learn through their second language in a more efficient and comprehensible manner as they develop strong pedagogical skills and deep bilingual proficiency. [U8]

References

Bruner, J. (1990). Acts of Meaning, Boston, Mass: Harvard University Press

Morris, M. (2007). The New Meaning of Educational Change, New York, NY: Longman

[n7]hypothesis [U8]convince the reader the study has practical value.

3. Review of Related Literature:

• Search for others’ theories and research on your topic.

• Write a Theoretical Framework of theories that support your study.

• Write a Literature Review of research studies that pertain to your study.

* These will help you narrow your area of focus and create good research questions for your Action Research study.

Theoretical Framework

What is the difference between Theory and Research?

“It is theory that decides

what can be observed”

(Albert Einstein, Retrieved March 01, 2009).

What can be observed can be supported and demonstrated through research.

 - Florencia Montes, María Patricia Botero, and Tracy Pechthalt (2009)

Steps for writing a goodTheoretical Framework

Based on your Area of Focus …

• Search for Theories of other people that relate to your area of focus.

• Make a Cluster Diagram with the area of focus in the center extending out to theories and their details

• Write the Theoretical Framework paper which connects the theories with your study.

Search for Theories

Like buying a new car…

1. Find information on theories/theorists related to your topic from:

• Friends, teachers, experts

• The internet

• Books, journal articles, textbooks

Worksheet for References

Ovando, C. J., & Collier, V. P. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts. Boston, MA: McGraw Hill.

• Copy the references exactly from left to right from the Reference Worksheet onto your reference page. (Make sure that you copy every comma, period, etc.)

• Use your computer to make a hanging indent, and put the references into alphabetical order.

• Any missing information is not included.

Theories Summary Worksheet

3. Take notes on your sources.

4. Put them into a Cluster Diagram, with your area of focus in the center, and the theories and details extending out.

Area of Focus

Theory

TheoryTheory

Theory

detail

detail

detail

detail

detaildetaildetail

detail

detail

detail

Introduction: Tell the readers what you are going to tell them…a. Gives the paper a context

b. States the. area of focus

c. Explains the structure of the paper (how theories will be discussed)

d. Introduces the theories that will be discussed

e. Briefly explains the connection between the theories and the area of focus

f. Introduces next paragraph

5. Turn your Cluster Diagram into a Theoretical Framework*.

* Hint: Write the body first, then the introduction and conclusion

The SIOP model of Sheltered Instruction was new to second language teaching in Colombia, until it was adopted by UNICA. It is therefore important to research the effects of the model as used at UNICA. In order to identify the contributions this study can make to the field, faculty and co-researchers positioned this study by reviewing relevant theories that are summarized below. A good way to structure a discussion regarding second language learning in academic contexts is to refer to Virginia Collier’s Prism model (1995) for understanding the interconnections between conceptual learning, linguistic learning, and academic development in both languages through a specific social context. Vygotsky’s (1962) social cultural model indirectly validates Collier’s work. As does Stephen Krashen’s (1982) Input Hypothesis and Jim Cummins’ (1981), description of communication that occurs within varying context embedded and context reduced environments. Finally, the work of Benjamin Bloom (1956), and his colleagues regarding higher order thinking skills contributes to our understanding of the ways in which cognition is mediated by language and socio-cultural influences. A brief review of each of these contributions follows along with an explanation of the ways in which these contributions help us build a foundation for understanding why the various components of Sheltered Instruction are effective for second language learners. We will start with Bloom’s theory and work backwards respectively.

When somebody asks you about your language ability you would probably give an answer like, “I speak English” instead of saying “I read English! Or “I listen to English”. In my job… I help them with the websites or software that we have for them to improve their pronunciation and speaking skills. …At the end I can see that the practice in the lab for speaking or pronunciation is not the best, and the students leave the lab without further improvement in their speaking skill. That is why with this research study I would like to let the reader know what would be the possible strategies that can be used in order to take the best out of computer Assisted Language Learning (CALL), and make it really useful when learning to speak a second language. For this research study I will provide the most relevant theories available which have to do with learning a second language. Here I would include theories from Krashen, Cummins, and Reed and Railsback.

Example of a

Cluster Diagram

Describe & Explain

Theory

Author date

Area of Focus

Body: Tell them…

Each paragraph…

a. Discusses a different theory

(Although, 2 theories can be in 1 paragraph or 2 paragraphs can be about 1 theory)

b. States the theory, author of the theory, and year of publication.

c. Describes/explains the theory

d. Connects the theory and the area of focus

e. Gives examples

Jim Cummins (1981), describes this process of reaching automaticity as also lying on a continuum where certain activities occurring in schools are gradually more cognitively demanding at a certain point in time for a learner. …When students are learning to cook, for example, the items the teacher refers to are usually in sight and easy to touch or at least point to, thereby being “context embedded”. … Teachers who precisely identify their learners needs for “context embeddedness” and “cognitive demand” on these two continua of communicative environments will provide instruction that is comprehensible.

Another theory that fits my research study is Krashen’s affective filter. This theory says that a student’s emotions can directly interfere or assist in the learning of a new language (Krashen, 1981). According to Krashen… … This theory is also great for my research study because the practice in the lab makes the student interact with the computer or repeat sentences or words aloud. What I have noticed with this kind of practice… That leads me to think that before using … it is very important to know what kind of students you have in order to create a friendly environment in which they feel confident practicing their new language.

Example #1

Example #2

theory, author, yr. of publication

theory, author, yr. of publication

Describe/explain

Describe/explain

Connect to AofF

Connect to AofF

Conclusion: Tell the readers what you already told them…

a. States the area of focus.

b. Summarizes the theories that were discussed

c. Briefly explains the connection between the theories and the area of focus

Sheltered instruction seeks to continuously merge language, cognition, and academic development in both language during the school program. Therefore, Cummins’ (1981) continua of “context embeddedness” and… In this sense, Vygotsky’s work reminds educators that students… Only then will students socially construct their learning to the maximum of their potential.

Although there have been many research studies about CALL and its uses for learning a second language, … that is why it is very important for me to go back to the theories that talk about second language acquisition and then relate them to the main target to see how they can be taken into consideration and then applied for the best use of CALL. With these theories that I wrote about, now I have a wider perspective of how my project will be developed to make the best out of using CALL.

Example #1

Example #2Area of Focus

Area of Focus

Transitions when you compare/contrast

Hogue, A. (2003). The essentials of English: A writer’s handbook. NY: Longman

Literature Review

(See Other Power Point for Writing Process)

Steps for writing a goodLiterature Review

Pre-Writing for a Literature Review

– Choosing one area of focus– Developing a question to research– Writing a reflective memo– Searching for literature– Reading on the topic– Taking notes and summarizing – Writing a Reflective Memo– Forming a Literature Matrix– Creating an outline

Literature Review

1. Search, read and summarize the studies.

5. Write a draft which is a review of the studies that support important variables that emerge. • Compare/Contrast studies• Note which studies are newer/older than

others to see changing trends.

4. Create an outline of variables & studies with APA style citation: (Name, year)

3. Create a brief summary of each variable.

2. Create a matrix of studies to variables

1. Study Summaries

• Summarize the importance of each study (see summary worksheet).

• Be sure to include answers to the following questions:

– Who did the research? (Author, year of publication)

– What was the research study about? What did the researcher DO?

– When, where, about whom was the study performed?

– Why was the research done?

– What were the findings & conclusions of the study?

• This will help you later with the body of your literature review.

Literature Review Summary Worksheet

Author (s) and title Year Elementary School

Sociocultural patterns &

songs (rules of

intonation)

English as L2

Songs or music

included directly in

the curriculum or lesson

plans

Repetition or

improvisation as tools for learning

Lg. patterns

Improvement Of the

four skills

Music & the brain

Lg. reading

proficiency

v.s. Early

training on music

Music & kinesthetic learning

2. Literature Review Matrix

Suk Mei Lo, Regina. Chi Fai Li, Henry. “Songs Enhance Learner Involvement Materials Development”

1998

1. Write the authors & titles down the first column.

2. Write variables that are considered in the studies across the top. (Start with the main variables, and then continue adding if new ones arise.)

Literature Review MatrixAuthor (s) and title Year Elementary

School Sociocultural patterns &

songs (rules of

intonation)

English as L2

Songs or music

included directly in

the curriculum or lesson

plans

Repetition or

improvisation as tools for learning

Lg. patterns

Improvement Of the

four skills

Music & the brain

Lg. reading

proficiency

v.s. Early

training on music

Music & kinesthetic learning

Suk Mei Lo, Regina. Chi Fai Li, Henry. “Songs Enhance Learner Involvement Materials Development”

1998

Blodget, Tom.” Don’t throw out the baby with the bathwater: the indispensable role of memorization in Language Acquisition”

2004 X X X X X

Danielson, Elaine. “The importance of nursery rhymes”

2000 X X X X X

3. Mark and X under the variables that were considered in each study.

Condis, Pat and others, “Enhancing Vocabulary and Language Using Multiple Intelligences.”

2000 X X X X X

Sirinides, Thomas, W. “Spirituals: A Historical and Linguistic Analysis.”

1997 X X

Zimmermann, Lynne S. “A Descriptive Study of the Relationship between Language Reading Proficiency and the Age at Which Music Lessons Are Begun”

2006

X

X

X

X

Author (s) and title Year Elementary School

Sociocultural patterns &

songs (rules of

intonation)

English as L2

Songs or music

included directly in

the curriculum or lesson

plans

Repetition or

improvisation as tools for learning

Lg. patterns

Improvement Of the

four skills

Music & the brain

Lg. reading

proficiency

v.s. Early

training on music

Music & kinesthetic learning

Suk Mei Lo, Regina. Chi Fai Li, Henry. “Songs Enhance Learner Involvement Materials Development”

1998

Blodget, Tom.” Don’t throw out the baby with the bathwater: the indispensable role of memorization in Language Acquisition”

2004 X X X X X

Danielson, Elaine. “The importance of nursery rhymes”

2000 X X X X X

Soh, Yong-Kian and others. “Chinese Language and culture curriculum and student Activity book”

1995 X X X

N.A. “3...2...1...Liftoff!: An Educator's Guide with Activities in Science, Mathematics, Technology, and Language Arts.”

2002 X X X X X X

Look For Patterns

• Look at Matrix: What patterns are there? – What variables are considered by most/few

studies?– Which studies considered each variable?

Look at Year of Studies Which studies came first for that variable? Which followed?

Author (s) and title Year Elementary School

Sociocultural patterns &

songs (rules of

intonation)

English as L2

Songs or music

included directly in

the curriculum or lesson

plans

Repetition or

improvisation as tools for learning

Lg. patterns

Suk Mei Lo, Regina. Chi Fai Li, Henry. “Songs Enhance Learner Involvement Materials Development”

1998

Blodget, Tom.” Don’t throw out the baby with the bathwater: the indispensable role of memorization in Language Acquisition”

2004 X X X X

Danielson, Elaine. “The importance of nursery rhymes”

2000 X X X X

Soh, Yong-Kian and others. “Chinese Language and culture curriculum and student Activity book”

1995 X X X

N.A. “3...2...1...Liftoff!: An Educator's Guide with Activities in Science, Mathematics, Technology, and Language Arts.”

2002 X X X X X

3. Variable Summaries

• Quickly write 1-2 sentences about the importance of each variable based on all the research studies regarding that variable.

• This will help you later with your introduction to that variable within your literature review.

4. Outlining

After your Research Study Summaries, Variable Summaries, and Literature Matrix are done, you are ready to outline your paper.

• Look for common sub topics among the studies you read.

• Read over your summaries for each variable• Outline a paragraph about the studies in each

sub-topic. (see example)

Author (s) and title Year Elementary School

Sociocultural patterns &

songs (rules of

intonation)

English as L2

Songs or music

included directly in

the curriculum or lesson

plans

Repetition or

improvisation as tools for learning

Lg. patterns

Suk Mei Lo, Regina. Chi Fai Li, Henry. “Songs Enhance Learner Involvement Materials Development”

1998

Blodget, Tom.” Don’t throw out the baby with the bathwater: the indispensable role of memorization in Language Acquisition”

2004 X X X X

Danielson, Elaine. “The importance of nursery rhymes”

2000 X X X X

Soh, Yong-Kian and others. “Chinese Language and culture curriculum and student Activity book”

1995 X X X

N.A. “3...2...1...Liftoff!: An Educator's Guide with Activities in Science, Mathematics, Technology, and Language Arts.”

2002 X X X X X

Sample Paragraph Outlines

• Subtopic 1: Repetition through songs as tools for learning language patterns.– Blodget (2000) found:

• Songs help memorization.• The role of memorization is a LLS (Language

Learning Strategy) that is taken for granted.

– Danielson (2002) studied the importance of nursery rhymes for expanding vocabulary and language patterns.

Variable

Study 1

Study 2

details from summary

details from summary

Sample Paragraph Outlines

• Subtopic 2: Preservation of socio cultural patterns and songs.– Soh (1995) found:

• Songs help children understand different backgrounds, values and socio cultural patterns.

• Social competence can be developed through the use of songs if they are included in the curriculum.

– Sirinides (1997) studied: • the importance of songs in the oral tradition for

ethnic groups in the task of preserving their cultural background and history.

Variable

Study 1

Study 1

details from summary

details from summary

Sample Paragraph Outlines

• Subtopic 3: Relationship between specific learning styles and the use of songs.– Condis (2000) found:

• Kinesthetic children would respond to the language that is communicated through body movements or gestures, or the language found in songs that use certain kind of performance or finger plays.

– Zimmermann (2006) studied that • “the musical skills are better learned inductively, after

students are allowed to experience and enjoy the music as a whole entity.” That is to say that the students explore the music in their learning preferences before they are focused on the linguistic component of the song.

Later: Example of a Paragraph for One Variable

The role of repetition to learn and memorize language patterns

The following studies looked at the variable repetition through songs as tools for learning language patterns. Blodget (2000) found that songs help memorization, but its role is taken for granted. Some teachers in classrooms think that they should not pay too much attention to this LLS (Language Learning Strategy), as the trend in teaching scenarios is to make students speak using a more realistic language. He suggests that some language patterns need to be stored in the memory and if they are wedded to melody, they are easier to remember. In this study, the author describes how songs designed for this purpose help greatly learners of a second language, because they are focused on repetition of certain grammatical structures. In this sense, he suggests that most of the memorized language people learn during their lives comes from songs, due to the fact that songs are listened to again and again and this habit reinforces repetition. However, Blodget argues that there is lack of research in this field. Danielson (2002) studied the importance of nursery rhymes for expanding vocabulary and language patterns. She argues that the benefits of nursery rhymes include literacy advantages for children who have been taught these songs over children who have been not, like the abilities to learn the intonation patterns of a language through repeating them at home and at the school, as well as new concepts and words. The author also describes nursery rhymes like “enjoyable ways of providing knowledge that can help later children become successful readers and writers.”

Introductory Sentence: the summary of the variable

variable

Summary of study

Summary of study

Using Technology in Second Language Acquisition There are different articles and studies that consider the important role the use of technology has in the learning process of a second language. For example, Wyk and Louw (2008) combined the use of the software programs Reading Excellence and Lector with a group of 31 South African learners. The researchers found that the software allowed the learners to work on improving their skills privately, rather than through reading in front of the class. They concluded that computer-based reading programs are effective for addressing the reading problems of young learners. Others authors, Liu, Moore, Graham and Lee (1999), researched uses of computers with second language learning through the meta- analysis of 21 journals and 246 studies from 1990 to 2000 inclusive. They concentrated the study on the following points: … The study concluded that the research from 1990 – 2000 provided some evidence on the effectiveness of technology in second language learning and students’ anxiety levels were reported to be lower when they used the technology. When their anxiety level was lowered, students became more active participants in the learning process. … Furthermore, Constantinescu (2007), … The opinions of the authors mentioned in this part of the paper help the teachers and the students understand the importance that technology has in classroom instruction for benefiting reading comprehension and vocabulary acquisition.

variable Introductory Sentence: the summary of the variable

Summary of study

Summary of study

Summary of study Concluding Sentence:connect to A of F

Essay Structure  Essay structure is the first variable in this study. According to prior research, essay structure, as well as any other writing technique needs to be taught as a process, and should include student choice as well as a real purpose. Kapka & Oberman (2001) did a study with limited English proficient students in 3rd and 5th grade  to improve their writing skills, in two separate schools ranging from low to middle class. The data showed evidence that giving students topics they can relate to is very important in the writing process. Students showed more interest in writing about themselves or about something they had experience with. According to this study, it can be assumed that writing will be easier for a student if he writes about a topic he likes. Another study done by Anderson (2002) showed that students prefer to write for real reasons and not because they are told to. This study focused on a process oriented approach to writing with second grade language minority students in the United States. The purpose of this study was to develop independent writers by using a process oriented approach instead of a product oriented approach. This study showed that students become independent writers because they concentrate on the process of writing instead of the final product. From the above, it can be concluded that writing happens in steps, it is a process and should be taught as a process. Skilled writers plan their writings by brainstorming, before beginning the process of writing and during the writing process. They stop and revise their work several times. Some of the students in UNICA use brainstorm to begin writing. Brainstorming with teacher’s guidance is one way to scaffold instruction to help the students get started in their writing process.  

Teacher Coaching on Scaffolding Teacher coaching …

variable Introductory Sentence: the summary of the variable

Summary of study

Summary of study

Concluding Sentence:connect to A of F

Introduction to next variablevariable

After finishing the outline for each sub-topic….

• Now you have information on what to introduce.

• You can see your sub-topics take shape. • Focus on outlining the Introduction.

Introduction(usually 1-3 paragraphs)

Begin outlining the first paragraph…

Include:– A clever “hook”– State Area of Focus– Introduce variables & connect them to

Area of Focus

Introduction

First paragraph

Hook- something to make your readers want to read your analysis (short account of an important moment that made you interested).

Example: I have often wondered why students resist writing a literature review as though they were being pushed to walk the dry, hot Sahara desert barefoot.

Introduction

First (or Second) Paragraph

State your Area of Focus or research question.

Example: Due to the confusions I had in my practice, I decided to study the following question: What are the areas of resistance to writing a literature review and what instructional activities help students move along the process?

IntroductionSecond (or Third) Paragraph

Show the general variables that are related to the question and the general conclusions that have been identified in the research literature.

Example: I found four areas of study on this subject. • Some studies analyzed the role of…• Other studies focused on the effects of…• Yet others looked at the importance of…• Lastly another group of studies analyzed how…

Concluding Paragraph

Now you are ready to outline your concluding paragraph

– Summarize the various sub-topics– Discuss any gaps in the research– Show how your study fits or connects with the

other studies.

Putting sections together

• Place the introductory section before the body (sub-topic outlines)

• Read over your outline• Move paragraphs around and/adjust them so they

make more sense to the reader.• Share your outline with 3 peers to get advice.• Add, change or delete items in the outline based on

peer advice.• Read over your outline again to double-check.

Drafting

• Now that you have your outline and you have reviewed it you are ready to write.

• Look at your outline beginning with the introduction.

• Start filling in the paragraphs based on the outline.

Sample IntroductionOutline

• Topic Sentence– Language learning takes time and language patterns are needed.

• Teachers need to give students tools for learning.• Richards and Platt (1992) learning strategies as tools.• Music is a tool for learning.• Role of music in learning is topic of the study.

• Draft: First Paragragh– Learning a language is a process that takes several years and due to

this fact, learners might not have the ability to store all the language patterns. As teachers, we have the responsibility of giving our students tools that will help them remember in an effective and fast way the language they need to communicate. According to Richards and Platt (1992) learning strategies are "intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information." This is the reason why in this paper the role of music as a learning strategy for young learners will be investigated, because music is an important source for repetition and it also helps preserve the cultural background of the cultures (Sirinides, 1997).

Hook

Area of

Focus

Second Paragraph…

• I hold the educational value that children need to learn how to give complete sentences to questions when they are asked to in a second language. I believe so because in the institution that I work for, the system of evaluation and the outcome of the tasks to be done in class require the students to come up with the structures of the target language (English) learned during a Unit. My job is to prepare the students for the tasks and the exams which are both oral and written. One of my biggest concerns was to notice that students came to class and they did not remember what was learned the previous class. Leaving homework was not enough to help them remember. During the week, my students go to school and have several other activities. It seems that they only have the possibility to study before the class starts (on Saturdays at 2 pm.) Because all of this, it is important for me to know how I can help my students give complete questions and answers using the patterns learned in the lesson and remember them for a long term.

Here the author inserts parts of her reflective memo.

Here she justifies the reason for her study…she says why the study is important.

Area of

Focus

Third paragraph

• As my main objective is to help my students recall easily the information they are getting every class period, I decided to implement the songs that come in the book we use in the class in the lessons in a more active role. The reason why I chose the songs to achieve my goal is because I noticed that the children always waited for the song to be played so that they could sing it along using the lyrics from the books. I also started taking puppets to the class so that they could perform the song and even sing them with funny voices. I think that this is a helpful tool to better the level of English of my students, but I still need to know how songs (music) help elementary ESL students improve their language proficiency, since the adaptations of the songs I have used are still very simple, and with time, they will become repetitive and less meaningful to my students.

Here she describes the situation she wishes to change. This comes from her reflective memo.

Research Question

Fourth paragraph…transition

Having this question as a starting point for my research, I explored several studies on this subject. I found research papers that addressed some of the areas concerning this topic. Some studies focused on describing the issue of repetition through songs as tools for learning language patterns. Other studies analyzed the importance of songs in the preservation of socio cultural patterns. Finally, another group of research papers looked at the relationship between specific learning styles and the use of songs in classrooms.

Here the author creates a transition from introduction to the sub-topics. ** Missing: General conclusions

that have been identified in the research literature.

Variables that are

related to the

question

Sub-topic Paragraphs

Provide a strong topic sentence.Example: One possible explanation to ….. Is to look at the

influence of….. The following studies looked at the variable….

Draft One possible explanation to the important role music has on

learning is to look at the influence of learning strategies in language acquisition. Condis (2000), found that kinesthetic children would respond to the language that is communicated through body movements or gestures, or the language found in songs that use certain kind of performance or finger plays. This is evidence of the way in which learning styles examples of a type of learning strategy.

Sub-topic Paragraphs

Provide strengths and weaknesses of the studies.

Example: Blodget (2001) based his study on two older students that were

in middle school. More studies would need to be done to see if this pattern holds true with larger student samples in various settings and age groups. Danielson (2002) studied 300 pre-schoolers in a rural setting. However, it would be interesting to find out if a wider range of student ages in especially urban settings would yield the same results. There is not enough evidence yet to make definitive statements based on these studies until they are replicated.

Sub-topic Paragraphs

Use transition words to connect ideas between sentences and between paragraphs.

Example: Blodget (2001) based his study on two older students that were

in middle school. More studies would need to be done to see if this pattern holds true with larger student samples in various settings and age groups. Danielson (2002) studied 300 pre-schoolers in a rural setting. However, it would be interesting to find out if a wider range of student ages in especially urban settings would yield the same results. There is not enough evidence yet to make definitive statements based on these studies until they are replicated.

Transitions when you compare/contrast

Hogue, A. (2003). The essentials of English: A writer’s handbook. NY: Longman

Finish Drafting…..

• Finish drafting the entire paper.• Type up your list of references

– Refer to the APA style slide show and Reference Worksheet

• Print out your draft and reference list to share when you confer with your peers.

Reference Page

• Type references on a separate page.

• Put references in alphabetical order and in APA style formatting.

• Make sure that every citation has a reference and every reference has a citation. Only references that refer to a citation are included

• Check Formatting:– The title References is written on the top center of the

page. – All are double-spaced. References have a hanging indent.

Reference Page

Ovando, C. J., & Collier, V. P. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts. Boston, MA: McGraw Hill.

• Copy the references exactly from left to right from the Reference Worksheet onto your reference page. (Make sure that you copy every comma, period, etc.)

• Use your computer to make a hanging indent, and put the references into alphabetical order.

• Any missing information is not included.

(See Other Power Point)

Steps for writing a goodResearch Plan

Don’t stop there… Write an Action Research

Paper! Why?

• The process of writing requires the writer to clarify meaning.

• The act of putting information on paper for your peers and teachers necessitates honesty, accuracy, clarity, and thought.

• Research, once written, can be shared with a wider audience.