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Data collection
procedure

In order to implement this study, the following stages are necessary:

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1.     
Administration of Proficiency test: First, proficiency
test will be utilized to assign learners into 18 intermediate pairs. Then I
will divide them into nine pairs for symmetrical and asymmetrical convergent
task. (3 high-high, 3 high- low, and 3 low-low) for each task.

2.     
Pretest: Grammaticality judgment test will be used to
assess their knowledge of English   conjunctions. When we know where our students
are at the beginning of the study, we can better relate any improvements to the
treatment sessions.

3.     
Pre-task survey: an attitude questionnaire will be
used. The purpose is to reveal their attitudes toward MALL before treatment.

4.     
Pre-treatment sessions: Before data
collection begin, we should become sure that all participants are familiar with
mobile, application of Moodle, and the assigned tasks. Therefore, practice
sessions can be conducted. During these pre-treatment sessions learners will be
received instruction about working with Moodle and the tasks they are going to
perform.

5.     
Treatment sessions: Nine dyads will perform dictogloss
task (as explained in previous part), and nine dyads will do picture-cued task.
Each pair will cooperate through the chat room, to solve the problem. Five
dictogloss and five picture-cued tasks will be designed (The first task will be
a practice task). Therefore, the learners should work on the task once a week
for five weeks in a row. The exact time will be announced and they will be
required to be online at that time, and chat to produce collaborative
dialogues.

6.     
Posttest: one individualized posttest (GJT) will be
administered to determine their gain scores after treatment.

7.     
Post-task survey: immediately after the last task, an
attitude questionnaire will be sent to them via Moodle again. The aim is to
elicit their perspectives toward Mobile assisted language learning after
collaboration in this environment.

8.     
Coding processes: language-related episodes (LREs)
will be identified and coded based on two features. First, quantity of LREs
produced by pairs will be calculated. The second step is analyzing quality of
LREs in terms of outcome (i.e., resolved correctly, incorrectly, or unresolved)
(Swain, 1998).

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Data
analysis:                                      

Quantitative
questions of this study: 1,2,3,5.

1. To answer the firs research
questions, data will be submitted to SPSS. By using independent sample t-test,
I want to see whether there are any significant differences between two groups
of symmetrical and asymmetrical convergent task after treatment or not.

2. The second and the third
research question, which examine whether there are any significant differences
among three levels of proficiency after treatment or not, one-way ANOVA will be
used for each task.

3. To answer the last research
question, which examines the attitude of the learners before and after
treatment, paired sample t-test will be utilized.

Qualitative questions of this
study: 4.

4. To answer the fourth research
questions, which is related to quantity and quality of LREs, I will code LREs
based on these two features. Quantity can be analyzed by counting number of
turns, and LREs for each level of proficiency, quality of LREs can be
investigated by analyzing their outcomes. Following Swain (1998), LREs can fall
into three possible outcomes: (resolved correctly, incorrectly, or unresolved).

Design of the study:

  
 Quasi experimental design seems
to fit this study. In fact, it is a quasi-experimental design without a control
group. Both pre and posttest exist in this study, and the pretest can act as a
control group. In other words, the same people are compared to themselves
before and after treatment. Furthermore; the students are not selected
randomly.

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