Description
Hello, I’d would like to have someone who can address the comments in the proposal in a way that I won’t have to work on this phase anymore and move forward. Please bear in mind that plagiarism is unacceptable and I can be removed from the university, if there is some kind of plagiarism on it. I do not have time to work on this , that’s the reason I need help. You must follow the instructions. Feel free to ask me questions, and please apply only if you are qualified to do this type of assignment. Thank You.INITIAL PROPOSAL (D1) FOR THE FINAL PROJECT
Master in Teaching English as a Foreign Language
User code
ESFPMTFL2422667
1. Program:
Master in Teaching English as a Foreign Language
2. Personal and academic information:
Student Name: Group:
Fior D. Santana
2017-06 Email address: Date:
Fiorda23@hotmail.com
May 15th, 2019
3. Final Project Supervisor:
Dr. Sheila Queralt
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4. Title and topic of the Final Project:
Secondary school Language Learner’s motivation and its impact in the discipline and disruptive behavior in the classroom.
5. Justification of academic and personal interest of the topic:
Learning something new is always an exciting experience., particularly, learning a new language enhances the ability to communicate with different people around the world. Additionally, broadens your knowledge in different aspects, such as a new culture, costumes, and enhances listening skills and memory.
Learning is not always an easy task as it requires time, dedication and motivation to achieve your goals. Besides the enthusiasm that evolves learning a new language there are other factors that can impact negatively the outcome such as stress, and discouragement during the learning process.
For many students, the main reason to embark on this journey is to be competitive in future career choices, as English is used internationally for education, business, communication and trade; additionally, learning a foreign language aids to improve one’s own language. There are around 50 percent of Spanish students studying English abroad. ( Kingsley, J., 2011, Page 7). Furthermore, the influence of the language policies of the European Community has positively impacted the number of schools with bilingual curricula mostly at primary level. According to the British market report for Spain (Kingsley, J., 2011,Page 9). there are more than 300 officially recognized centers throughout Spain, which offer basic, intermediate and advanced English level. One of the biggest challenges for Spanish students is the English pronunciation. They find this skill particularly difficult. The reason behind this is simply the lack of communication in English. The classes are taught in Spanish or in the regional language including the English classes, and outside the classroom their social interaction with friends and family is in Spanish, thus, the poor communication and lack of interest or effort to practice and learn it correctly.
My work will focus to investigate why the students do not show interest in learning English and improve their skills provided all the resources and materials to achieve it.
Commented [V1]: delete
Commented [V2]: it
Commented [V3]: ??
Commented [V4]: ??make it more impersonal and not so colloquial
Commented [V5]: Check APA
Commented [V6]: idem
Commented [V7]: careful. This is not the reason of poor pronunciation
Commented [V8]: THE WHOLE PARAGRAPH DEALS WITH PRONUNCIATION AND IT HAS NOTHING TO DO WITH WHAT YOU PROPOSE. I’M CONFUSED……..
Commented [V9]: not clear.
IP – FPMTL
I think that there are numerous factors for this, one of them could be motivation.
Motivation is the stimulus that plays an important role in the student’s development in any field. In education, and specially learning a new language, motivation is the force that would impulse someone to achieve a goal, resulting in satisfying the individual’s needs and promoting self-development.
Learners who show some level of motivation are more persistent and their learning outcomes are higher in comparison to learners which performance is not so engaging, resulting in lower achievements in the classroom. My goal would be to study my student’s performance , improve their competencies and to make a difference in the learning process.
6. Type of Final Project:
a) Research
X b) Action Research
c) Material Analysis
d) Material Design
e) Material Analysis and Design
f) Action Research and Material Design
g) Course Design
h) Syllabus Design
7. Research question
Does motivation impact in the discipline and disruptive behavior in the classroom?
8. Aims of the study:
– Main aim of the Project: To investigate how the level of motivation impacts in the discipline and disruptive behavior in the classroom.
Commented [V10]: read my e mail. How do you expect to contribute with your project?
Commented [V11]: Not an appropriate research question. Read my e mail for suggestions
Commented [V12]: Delete. You must prove the impact on discipline and behavior, not Disruptive Behaviour
Commented [V13]: Not an objective for action research. Read my e mail
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– Specific aims: • To design evaluation methodologies on student’s performance
• To analyze the characteristics of motivated and unmotivated students
• To study the level of motivation amongst genres.
The student’s performance will guide the teacher to determine which approach will positively impact the learning outcome. The role of the teacher during this stage is to observe the learner’s intrinsic values: interest, distraction/concentration, responsibility towards the task, understanding of the task, reaction to the task etc. Gray et al. (2011) allude to the importance of the teacher’s characteristics as a fundamental factor in the educational field. The role of the teacher is often seen as a formal supervisor, rather than as a mentor. In a classroom setting the students which do not show interest in the class or get involved in the activities presented by the teacher, will be the learners with not motivation. These learners are not eager to participate in class and usually will not do their homework because of the lack of interest to perform in class, and often use excuses of the excessive amount of work for other classes or lack of time for the subject in question. Many claims that the lessons are boring and that they have spent many years studying the language without reaching the “expectations” of their parents or the teacher. They are willing to take the risk in answering easy question and avoiding challenging or repetitive questions, since their attention is focused in something else other than the lesson. These learners often tend to disrupt the class, with jokes or misbehaving, they lack intrinsic and extrinsic motivation that cause an unpleasant environment in the classroom. Motivated students are very social , inquisitive, friendly and their sense of autonomy, independence and leadership give them a powerful drive to go beyond the classroom limitations. Furthermore, these learners are highly responsible and open minded, proactive, confident and curious. They like to be part of the class, take advantage of the possibilities at their disposal and eager to learn outside the classroom for their own satisfaction. Teachers need to use all the tools available to them to enhance the learner’s productivity, improve their learning and support them with sensitivity and respect. The learner’s relation to the learning process will result in higher level of achievement. Studies show that there is relatively small difference in gender motivation. Girls are more responsible, dedicated than boys. They focus on their activities and proactively manage their school work. However, it was noticed that the level of anxiety in girls surpassed those
Commented [V14]: Not clear
IP – FPMTL
in boys. According to MacDonald, Saunders and Benfield, (1999) boys show less interest in doing homework or extra work, they do not follow directions, concentrate less and, as a result, are less productive.
9. Theoretical background:
The Action Research Project “ Secondary school Language Learner’s motivation and its impact in the discipline and disruptive behavior in the classroom” would cover: • Motivation in the classroom. • Evaluation of factors that affect learners. • Evaluation of the teaching methodologies. There are different factors that affect the student’s performance in the classroom., one of them is the conscious self-regulation of the student’s behavior during unwanted disruption cause by other students, as well as the cognitive strategies used by the learner. One of those strategies such as organizational strategies, aid the students to learn and understand better the material. However, not only these strategies play a role in the student’s motivation and performance., the environment, the tasks, the teacher and the classmate’s cooperation are also important factors in the development of their motivational interest. The task and the student’s confidence related to it is a component that without a doubt will contribute to a better performance and a successfully outcome. Teachers use different approaches to understand the strengths and weakness of the students; encouraging them to follow a learning style that enhance their confidence, academic performance and their learning experience. As it was mentioned above, the collaboration among learners and the teacher as a mentor along with the strategies in place, will allow the students to organize, plan, and self-monitor their learning. On the other hand, the role of the teacher as the students go through the skills acquisition of the new language, is to provide a natural setting where the students would be able to understand the functionality of the process, concentrating in the language forms instead of the meaning. Furthermore, the learning strategies used by teachers should include techniques with clear and logic steps, and a comprehensible approach that the learners are able to integrate to the new knowledge, and to transfer that knowledge to new situations. The learning strategies should be a tool supported by the teachers and accepted by the learners to facilitate the learning process.
Commented [V15]: Delete. This is not part of the sections for the initial proposal
Commented [V16]: Poor. What about the role of the teacher? The role of students? The role of methodologies?
Commented [V17]: You don’t need to develop here, just mention the points you would develop later on in Advance 1
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10. Context for the project and methodology:
The research will take place in the institution where I teach English to young adolescents age range 12-16 y/o. Two groups would participate in the project. The secondary obligatory educational system in Spain consists of 4 years (1rst, 2nd, 3rd and 4th of ESO). Students within this classification are students from 12 to 16 years old. The first group of students have been studying English in different settings for over six or seven year. They attend 3rd- 4th of ESO classes. The second group have been studying English for many years. However, they level is poor in all four skills. They attend 1rst – 2nd of ESO classes.
The main reason for these students to improve their English is to take the official Cambridge examination which will aid them to continue their studies in Spain, or to travel abroad with the same purpose.
The steps to start the preliminary phase of the project will include:
• Objectives- clearly explained the main reason of the research and its application in the classroom
• Discussion with colleagues and take into account the setting capabilities and functionality.
Work Plan
• Justification of the methodology
• Data collection
• Data analysis
• Report with the findings
Methodology:
• Research procedure
• Compilation and analysis of studies and literature
• Evaluation and interpretation of the data collected
Commented [V18]: I have a question about the two groups. I post it in the e mail
IP – FPMTL
10. Viability analysis
This project is feasible. The institution that I am working for is pleased to support my research with their expertise and guidance, as well as assisting with the available resources needed to successfully complete all the required information to carry out this research. The population selected will be two groups of my students which clearly have shown discouragement and lack of motivation, often resulting in disciplinary actions and disruptive behaviors, which is the main purpose of my work.
On the other hand, my preliminary research gives me confidence that there are diverse studies and researches related to the topic in question, which in combination with the statements mentioned above would sustain my efforts.
11. Work planning:
May 2020
• Literature research
• Submission correction Initial Proposal
June 2020
• Data collection/Team discussion
• Proposal advance 1
September 2020
• Proposal advance 2
November 2020
• Final draft revision/ submission Final Project
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12. Bibliography
Blickle, G. (1996), “Personality traits, learning strategies and performance”,
European Journal of Personality, Vol. 10 No. 5, pp. 337-52
English Learners in STEM Subjects. Transforming Classrooms, Schools, and Lives (2018)
[Retrieved July 20, 2019] from: https://www.nap.edu/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives
Ehrman, M. & Oxford, R. (1988), “Effects of sex differences, career choice and psychological type on adults’ language learning strategies”, Modern Language Journal , Vol. 72 No. 3,pp. 253-65.
Gray, D. L., Anderman, E. M., & O’Connell, A. A. (2011). Association of Teacher Credibility and Teacher Affinity with Learning Outcomes in Health Classroom. Social Psychological Education, 14, 185-208.
Kingsley, J. (2011). English Language Market Report: Spain. British Council.
Martin, A.J. (2004). School motivation of boys and girls: Differences of degree,
differences of kind, or both? Australian Journal of Psychology, 56, 133-146.
MacDonald, A., Saunders, L., & Benfield, P. (1999). Boys’ achievement progress,
motivation and participation: Issues raised by the recent literature. Slough
UK: National Foundation for Educational Research.
McNiff, J., Lomax, P., & Whitehead, J. (2003) You and Your Action Research Project. 2nd ed. London: Routledge.
National Academies of Sciences, Engineering, and Medicine 2018. How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24783
Reeve, J.M. Motivating Others. Allyn and Bacon, 1996.
IP – FPMTL
12. Student compliance:
Fior D. Santana, who is enrolled in the academic program Master in Teaching English as a Foreign Language agrees with the above detailed proposal to complete the Final Project and hereby commits himself/herself to carry out a personal and original work.
In Lloret de Mar, Spain, on May 15th , 2020