Phase 1: Findings
Upon reflection of the data from my first phase, I concluded that there were three overarching findings. The first finding was that the students' previous levels of exposure to information regarding EIL was limited. This finding is significant because a primary concern of mine going into the first phase of my action research project was whether or not the information would be new and useful, or redundant and unnecessary. In order to incite change within my classroom, I needed to draw on information that would promote critical thinking and broaden student views of EIL. This finding was supported from the data gathered from the True or False Worksheets, Circles of Englishes Worksheets, Post-Intervention Questionnaires, and Post-Intervention Interviews.
True or False Worksheet.
The information I collected from the True or False Worksheet showed me that my students seem 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 seem 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).
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 previously presented with 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 previously presented with 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.
Post-Intervention Questionnaire.
The Post-Intervention Questionnaire showed quantitative data supporting the finding that the students had been exposed to limited EIL information before this intervention through answering the question, "Was the information presented to you today new to you?"
The Post-Intervention Questionnaire showed quantitative data supporting the finding that the students had been exposed to limited EIL information before this intervention through answering the question, "Was the information presented to you today new to you?"
- 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.
Post-Intervention Interviews.
Both Post-Intervention Interviews support the finding that the data presented to the students was new through explicit statements made by the interviewees.
Both Post-Intervention Interviews support the finding that the data presented to the students was new through explicit statements made by the interviewees.
The second finding was that the implementation of an explicit EIL framework resulted in limited goal change . This finding was supported from the data gathered from the True or False Worksheets, and Post-Intervention Questionnaires.
True or False Worksheet.
The quantitative data gathered from the True or False Worksheets showed that over half of the students (55%) answered yes to the first statement. This first statement said, "It does not matter when a person begins to learn English, as long as they work hard they can develop any accent within the English language that they want."
Although this statement is false, and this fact was discussed as a class, many students outwardly disagreed. They cited examples of individuals who began to learn English after the age of six and have "fluent native-accents". There was visible dissent when I provided them resources that countered their arguments. This sentiment can be seen through the qualitative data gathered from the worksheets.
The quantitative data gathered from the True or False Worksheets showed that over half of the students (55%) answered yes to the first statement. This first statement said, "It does not matter when a person begins to learn English, as long as they work hard they can develop any accent within the English language that they want."
Although this statement is false, and this fact was discussed as a class, many students outwardly disagreed. They cited examples of individuals who began to learn English after the age of six and have "fluent native-accents". There was visible dissent when I provided them resources that countered their arguments. This sentiment can be seen through the qualitative data gathered from the worksheets.
Post-Intervention Questionnaire.
The Post-Intervention Questionnaire showed quantitative data supporting the finding that the implementation of an explicit EIL framework resulted in limited goal change through answering the question, "Did the information presented to you alter your speaking goals in anyway?"
The Post-Intervention Questionnaire showed quantitative data supporting the finding that the implementation of an explicit EIL framework resulted in limited goal change through answering the question, "Did the information presented to you alter your speaking goals in anyway?"
- 75% of the students answered "no".
The third finding was that the implementation of an explicit EIL framework resulted in increased confidence levels and heightened feelings of membership. This finding was supported from the data gathered from the Post-Intervention Questionnaires and the Post-Intervention Interviews.
Post-Intervention Questionnaire.
The Post-Intervention Questionnaire showed quantitative data supporting the finding that the implementation of an explicit EIL framework resulted in increased confidence levels and heightened feelings of membership. This was measured through the quantitative data gathered from the question, "Did the information presented to you make you feel more confident with your own accent?" This finding was also measured through the data gathered from the question, "Did the information presented to you today make you feel more like a member of the English speaking community?"
The Post-Intervention Questionnaire showed quantitative data supporting the finding that the implementation of an explicit EIL framework resulted in increased confidence levels and heightened feelings of membership. This was measured through the quantitative data gathered from the question, "Did the information presented to you make you feel more confident with your own accent?" This finding was also measured through the data gathered from the question, "Did the information presented to you today make you feel more like a member of the English speaking community?"
- 60% of the students stated that the information in this intervention made them feel more confident with their accent, and 20% said the information made them feel somewhat more confident.
- 65% of the students stated that the information in this intervention made them feel more like a member of the English speaking community, and 25% said that the information made them feel somewhat more like a member.
Post-Intervention Interviews.
The Post-Intervention Interviews showed qualitative data supporting the finding that the implementation of an explicit EIL framework resulted in increased confidence levels and heightened feelings of membership.
The Post-Intervention Interviews showed qualitative data supporting the finding that the implementation of an explicit EIL framework resulted in increased confidence levels and heightened feelings of membership.
- Both interviewees stated that their confidence levels had increased. Additionally, both of the interviewees cited the fact that 80% of English speakers are non-native as the reason why.
- One interviewee stated that her feelings of membership had been increased