Phase 1: Findings
True or False Worksheet.
The information I collected from the True or False Worksheet showed me that my students seemed to have a basic understanding of EIL; however, they were divided on the detailed statements. For example, 100% of my students knew that English was in the top 5 most widely spoken languages throughout the world and that English has spread through colonization, the migration of English speakers, and technology. On the other hand, the students were almost always equally divided when asked the other four questions that referenced percentages and specific amounts.
The information I collected from the True or False Worksheet showed me that my students seemed to have a basic understanding of EIL; however, they were divided on the detailed statements. For example, 100% of my students knew that English was in the top 5 most widely spoken languages throughout the world and that English has spread through colonization, the migration of English speakers, and technology. On the other hand, the students were almost always equally divided when asked the other four questions that referenced percentages and specific amounts.
- Out of the 6 questions on the True or False Worksheet there were only 2 statements that 100% of the students answered correctly. These statements were: "English is in the top 5 languages spoken by the most amount of people around the world" and "The English language spread throughout the world mostly by colonization, migration of English speakers, and technology".
- The other 4 questions were answered evenly with the range being 55% - 45% (T/F), 45% - 55% (T/F), 45%-55% (T/F), and 50% - 50% (T/F).
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Circles of Englishes Worksheet.
This data shows that although the majority of students were able to accurately apply most of the information presented to them through the PowerPoint Presentation, 30% were unable to think critically about "outer-circle" countries. This leads me to believe that while they can easily understand the use and purpose of English in English speaking countries (inner-circle countries), and they can apply what they know about how their own country uses English to other expanding-circle countries, it is difficult for them to think critically about examples for outer-circle countries. This shows me that the information is most likely new, and challenging. Also, the information might not have been presented clearly enough for them to understand.The lack of accuracy in this section of the worksheet proves that students had not been exposed to this information because even with the support of the information from the PowerPoint presentation, they are not able to identify 5 countries that fall within this category.
This data shows that although the majority of students were able to accurately apply most of the information presented to them through the PowerPoint Presentation, 30% were unable to think critically about "outer-circle" countries. This leads me to believe that while they can easily understand the use and purpose of English in English speaking countries (inner-circle countries), and they can apply what they know about how their own country uses English to other expanding-circle countries, it is difficult for them to think critically about examples for outer-circle countries. This shows me that the information is most likely new, and challenging. Also, the information might not have been presented clearly enough for them to understand.The lack of accuracy in this section of the worksheet proves that students had not been exposed to this information because even with the support of the information from the PowerPoint presentation, they are not able to identify 5 countries that fall within this category.
- 100% of the students were able to accurately write down definitions for each of Kachru's circles.
- 100% of the students were able to provide 5 examples of "inner-circle" countries.
- 70% of the students were able to provide 5 examples of "outer-circle" countries.
- 100% of the students were able to provide 5 examples of "expanding-circle countries.
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Post-Intervention Questionnaire.
The Post-Intervention Questionnaire presented the data clearly as 60% of the students stated that the information was completely new to them and 40% of the students said that the information was somewhat new to them. This shows me that the information was not redundant for any of the students in my study.
The Post-Intervention Questionnaire presented the data clearly as 60% of the students stated that the information was completely new to them and 40% of the students said that the information was somewhat new to them. This shows me that the information was not redundant for any of the students in my study.
- 60% of the students stated that the information in this intervention was somewhat new to them. 40% of the students stated that the information was completely new to them. 0% stated that the information was not new to them.
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Post-Intervention Interviews
- Out of the two participants who volunteered to be interviewed, they both stated that they have changed their speaking goals since the beginning of the intervention.
- Both of the participants cite the fact that if you are not exposed to a language before the age of six you are most likely not going to be able to attain native-like pronunciation as information that was new to them.
- Both participants found the information and activities within the intervention to be helpful and informative.
- Both participants displayed a strong understanding of Kachru's Circles of Englishes and stated that once they were exposed to this information they were able to correctly place their home countries in the correct circle.
- One of the participants stated that her pronunciation goals have changed from native-like pronunciation to intelligibility because of the information discussion the "age six" rule.
- One of the participants stated that her pronunciation goals have changed from native-like pronunciation to intelligibility because she was not born in an English speaking country.
- One of the participants stated that she feels "in the middle" in terms of identifying within the English speaking community.
- One of the participants stated that she does not feel like a member of the English speaking community, and she never will.
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