What english for special purposes based pedagogical strategies can encourage higher levels of students' engagement in a 11th grade technical professional school?
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(2) Effective pedagogical strategies in a TP school 2. Abstract This classroom based research explored effective strategies to increase students’ engagement in a technical professional school on an EFL context. The research was undertaken at Liceo Juanita Fernández Solar, located in Recoleta. Twenty nine students from 11th gradep articipated in the study and their vocational interest was gastronomy. The data collection instruments used were afocus group, interviews and class observations (through photographs). The study found that bringing technology into the classroom is an effective way of engaging students. In addition, taking advantage of the vocational interests of students canbeen an effective tool when designing new methodologies to teach them. Additionally, implementing dynamic activities, such as role plays or group work, were identified as relevant strategies to counter the overuse of traditional activities..
(3) Effective pedagogical strategies in a TP school 3. Introduction We are now living in a world where English language importace has been increasing along time. As a matter of fact, the most spoken language around the globe is the English one. Indeed, what is happening inside the schools? And moreover, what happens in difficult and challenging context where English subject is not relevant for students to attend that schools? It is acknowledged that in a country where only Spanish language is spoken, English is not considered with the same importance. What would happen then, when teaching English in a technical-professional school? How can teachers engage students in such a difficult context? Is it possible? Those are some questions that this classroom based research will try to answer.. This Classroom Based Research Proposal was undertaken in “Complejo Educacional Juanita Fernandez Solar,” which is a public, mixed gender and technical institution. Most of students come from vulnerable backgrounds. The class which was the focus of this research is 11th grade D, which has 25 students who are aged 16 and 17 years old. They have 4 hours of English classes during the week. As the school is a technical-professional one, the students’ vocational interest within the school is Gastronomy. What has been observed in this class is the lack of engagement during the English classes, since students do not consider the content meaningful for them. Students often get distracted when the teacher writes on the board. As a consequence, the main element to be tackled in this specific context involves enhancing levels of students’ engagement within English classes. Accordingly, the classroom based research question decided to be investigated in this context is: What English for Special Purposes based pedagogical strategies can.
(4) Effective pedagogical strategies in a TP school 4. encourage higher levels of students’ engagement in a 11 th grade technical professional school? This question aims at understanding and finding strategies about how to improve students’ engagement in English classes through applying and assessing the usefulness of specific strategies that are meaningful and interesting for them. At the same time, it becomes crucial understanding what techniques are more suitable than others for teaching EFL in this specific kind of context, where English is not considered directly relevant for students. For this research, engagement will be understood as it is characterized by Hu and Kuh (2001), that is: as “the quality of effort students themselves devote to educationally purposeful activities that contribute directly to desired outcomes” (p.10). It means that engagement is linked to intrinsic desires of people of achieving something they want.. Overall Methodology: Qualitative Paradigm. This classroom based research was grounded in qualitative paradigm. As stated by Rubin (2005),: “the aim of qualitative research is to make sense of a particular social situation, event, role, group, or interaction” (p.37). As this initiative is focused in one particular context, it makes sense to decide using this paradigm instead of a quantitative method. It was decided to use this method since numbers can be used in different contexts, the data gathered in this one is unique and specific to its participants. As a consequence, it suits better to use a qualitative rather than a quantitative metod. Within this methodology, as claimed by Rubin (2005),: “the researcher interacts with the object of study and seeks the informant’s perspectives and meanings. They occur in natural settings and are based on assumptions which are quite distinct from quantitative studies” (p.37). As it will be explained later, due to the data collection instruments it is better this kind of approach based on the desired data required. Since this research was applied to students.
(5) Effective pedagogical strategies in a TP school 5. and teachers, their responses are better shown within a qualitative perspective instead of using numbers or multiple choice selection.. Data collection strategy In this chapter the main methods used in order to gather information from the 11th grade will be introduced. The data collection instruments used to gather data were focus groups, interviews and observations through photographs. These tools provided significant issues and dialogue, focused and efficient scope to capture and authenthic and natural outcomes, respectively. Indeed, they have provided specific patterns the ones will be later discusses. In addition, having structured instruments helped to gather the information that was needed. Finally, by implementing an observation method as a data collection tool, by using pictures, it was possible to describe students’ attitude, activities and dynamics. Initially, it was intended that small group interaction be undertaken with students. Unfortunately, due to school activities, the day in which this instance was supposed to happen, most of students were taken out of class. For that reason, it was decided to change this methodology and use focus groups, with students that were present at the moment. As Morgan (1996) states, “focus groups as a research technique that collects data through group interaction on a topic determined by the researcher. In essence, it is the researcher's interest that provides the focus, whereas the data themselves come from the group interaction”(p.6). This method provided the required information from students to figure out the problem. Since they are not able to speak in the target language, is almost impossible to sustain a dialogue in English, so this data collection was conducted in Spanish, providing students the opportunity to express their thoughts clearly and consistently..
(6) Effective pedagogical strategies in a TP school 6. In relation to the second instrument of data collection, a semi-structured interview was undertaken with the English teacher. As claimed by Rubin & Rubin(2005),: “semistructured interview, which is a more flexible version of the structured interview as “it allows depth to be achieved by providing the opportunity on the part of the interviewer to probe and expand the interviewee's responses” (p.88). The purpose of this was to understand her perception and thoughts about the issue that was investigated and make future decisions based on these results. A first thought was to ask closed questions in the interview, however Burns (2010) observes,“these kinds of items are used when the interviewee may not have advanced language abilities,[or] is very young”. Considering the fact that this interview was intended to be undertaken with the guide teacher, it was decided to structure this interview asking first for background information about the teacher. Then, some questions were asked to introduce the topic of the research. Finally, deeper questions were done in order to get what this interview was aiming at, meaning teacher’s opinion about strategies for improving students’ opinion. The last data collection tool was observation. This was carried out using photographs when the situation seemed relevant. According to Burns (2010), photographs and other visual aids “capture a specific teaching moment”(p.72) . That is the reason why photographs helped me to show specific moments and activities within the English class. Indeed, they have helped tosupport the findings and outcomes of this research.. Data analysis strategy In terms of how data was analyzed, as there are different elements to collect data and participants in this process, these instruments were analyzed differently. Due to the type of instruments, thematic coding was used to analyze them..
(7) Effective pedagogical strategies in a TP school 7. First of all, in the focus group method, a recording was undertaken to analyse evidence from the comments given by students; in order to resort to it later in case is needed. Within the focus groups, specific ideas or strategies were emerging, avoiding previous or pre elaborated topics influenced and proposed by the teacher. Once all topics were discussed, a summary of them was done with students, in order to assure that those ideas were the ones that they were willing to express. This made easier to identify themes and then organize them according to topics and ideas. Some of them were mention later in this paper. Secondly, in terms of the interview, it was recorded in case any important idea is missed in the notes, in order to check it later. As it is a structured interview, the teacher discussed and then responded in the document where the questions were written. It was not done a transcription, since the evidence was observable in the document. When it comes to analyze this instrument, the strategy implemented was identifying specific themes within the information given by the teacher about the questions and topic, in order to address them based on similar topics. Finally, dealing with the observation instrument chosen, it was analyzed by attaching the picture(s) taken from classroom instances and explaining them by specific themes or points that need to be highlighted, for instance students performing different activities or tasks within the class.. Research Findings Having analyzed the data, three main findings emerged in response to the research question. Firstly, evidence suggested that bringing technological resources into this particular context is suitable for students. Data collected has shown that students were more alike to participate and be more engaged in classes when new resources, technological in this case, were brought into the class. As it is stated by students in the focus group instance (See.
(8) Effective pedagogical strategies in a TP school 8. Appendix A) they have stated “they will like to use the computer lab to work to translate and do assignments there”. However, there is a negative perspective from the teacher’s point of view since she thinks this is not appropriate for using it. As she stated in question 8 from the interview (See Appendix B): “At the beginning of the year I had the idea of using it as a different source for students. But then, I noticed that in classes, students were all the time using their cellphones, doing other things and not focused on the lesson. That is why I decided to not use it, since I thought and still think that they will do other things or activities when using computers.” It was observed that the use of computer lab has been identified as one element that students would like to implement in classes to be more engaged in the English class. It is connected as well to the use of data projector, since both are immersed in the implementation of technological resources. It is evident that there are two perspectives about the same finding. How we can use this to address the research question? What do other researchers suggest about this topic? First of all, as stated by Jaber (1997): “When using computer-based technologies, students are encouraged to think and be creative and find alternate solutions to problems” (p.5). This corresponds to a positive point of view about bringing technology into the classroom, which can help to increase students’ level of engagement inside the classroom. Other authors suggest that: “In this respect, both the teacher and students’ roles change. The use of technology in the classroom “(...) shifts the student’s role from ‘‘being taught’’ to ‘‘learning’’ and the teacher’s role from ‘‘expert’’ to ‘‘collaborator’’ or ‘‘guide’’. As the teacher is not dictating a lesson, due to the students are focus on their tasks and learning by and with themselves, their roles within virtual classes are different than in a traditional one” (Negroponte, N., Renick, M., & Cassell, J., 1997).
(9) Effective pedagogical strategies in a TP school 9. Similarly to the first example, these authors suggest that technology is effective inside the classroom. Indeed, it changes the traditional teacher centered class to a student’ centered class, which may be helpful in the goal of engaging students in this particular context. However, some limitations are evident when using technology in the classroom. Apart from the one stated by the guide teacher, about students getting distracted by computers, there are other such as time constraints or lack of experience and training. This is observable in what OTA stated about time being the biggest barrier when using computers (1995). The same with what Becker stated about lack of teacher training to use these tools (1994b). In any time these limitations are present, they will make the process harder when using technology or computers, which can be detrimental when deciding to use it or not by teacher or schools.. The second and third findings from this classroom based research are connected to each other. On the one hand, the second finding involves using English as a beneficial tool related to student’s vocational interest. On the other hand, the third finding implies including dynamic activities in the classroom to overcome the overuse of traditional activities. As it was stated by students in the focus groups instance (See Appendix A) they get bored when writing from the board, when the content is not meaningful or when a lot of it is taught in one class. That is why students’ needs and interest should be the main elements to be addressed in the class. Addressing students’ needs and interests have been crucial in order to got their attention inside their classroom. At the beginning classes were based on the planning according to Mineduc. Then, it was observed a clear need to change this methodology taking into account their opinion as well to construct better and meaningful lessons for them. As it is stated by Lo (2012): “an ESP program that takes learners’ needs as it first priority can nurture students’ internal motivation to learn English rather than as a response to outside.
(10) Effective pedagogical strategies in a TP school 10. forces.”(p.92) At the same time, evidence has shown that including activities such as roleplays and mock-up, group work or teaching content related to students’ vocational interest are effective ways of engaging students into the English classroom.(See Appendix C). Evidence from the guide teacher interview has also been found useful due to the fact that she claimed in question 5 the following: “As far as it has been done with them, roleplays related to their interest’ vocation has been observed as something they enjoy doing it. At the same time, teaching them content related to the same topic has been more meaningful and engaging for them than the content from the Mineduc Curriculum.” What do other researchers say about this? Viana conducted a research in 2014 to investigate if the ESP approach is more motivating than the English for General Purposes. This research determined that “Research has shown that the English for Specific Purposes approach can help learners achieve their goals because it motivates them and makes the acquisition of a second language more enjoyable”(Viana, 2014, p.8) , which is strongly connected to the findings from my research since it was demonstrated that using ESP engages more students in the classroom than a general English program. At the same time, Viana’s research (2014) has concluded that “a motivated learner is more likely to learn the language and therefore the whole learning process might be shortened if compared with a demotivated students attending a course that does not interest them” (p.31). Similarly, evidence from data collection has suggested the same findings in both researches, as triggering students’ engagement is crucial for them to be focus on classes. Finally, by implementing “courses whose main focus is the learners’ need would be more meaningful to them due to the relevance of their content to the learners” (Viana, 2014, p.32) This was evidenced from the photographs and role plays that were carried out during the initiative in the school, in which was observed that students enjoyed the class..
(11) Effective pedagogical strategies in a TP school 11. Througout this process it was observed that after implementing content related to students’ needs and different activities, it was clearly evidenced an increasing engagament inside the class from students. This finding was supported by the data gathered along the process.. Research Implications. This classroom based research suggest a range of different implications. Firstly, it was observed an improvement by using new methodologies inside the classroom. For instance, taking into account students’ interests and new dynamics are some elements that fostered students’ engagement and enjoyability within the classroom. It has been observed that considering students’ opinion and voice about the research topic, has made a signigicant and big change of perspective if a comparison is stated from before and after this initiative. Another study conducted by Lo(2012) seemed to had a similar result: “The results of the study indicate that an ESP program characterized by (1) rich and multiple inputs, (2) need-based content, (3) practical use of English, and (4) meaningful tasks creates excellent opportunities for learning, via both EGP and ESP. Not only can the VHS students consolidate their knowledge and skills through learning ESP, they also increase their overall English proficiency. Most significantly, their motivation for learning English is increased”.(p.71) The aforementioned idea was evidenced when looking at the data gathered throughout this initiative. It is satisfying to appreciate the change students have after this process, as they were reluctant at the beginning to participate and be engaged in the lesson. Since it was discussed with them their likes and dislikes related to the research topic, it helped to decide and plan future decisions based on their opinion. This came out to be crucial to overcome.
(12) Effective pedagogical strategies in a TP school 12. their initial perspective and attitude towards the English class since at the end of the process the previous situation changed satisfactorily. Secondly, a positive change was observed related to students’ willingness in the English class. As the English classes were related to students’ interests and activities they proposed during the process, students’ willingness to participate and attend to the English classes suffered a positive and significant increasement. This implication is also similar to the one obtained in the study done by Lo (2012): “ESP program led to improvements in participants’ language skills, including oral English competence(...) Moreover, participants left the program with a positive attitude towards ESP programs, indicating that they would be more willing to engage in English interpretation in the future”(p.92). Based on the results gathered from the classroom bases research conducted, it can be stated that bringing ESP strategies, for instance taking advante of students’ vocational interests is an effective way of improving their willingness and engagement towards English class and its content. A third implication has to do with considering this topic for further research inside the context. The school has decided to follow this initiave and apply to different grades. The reasons for deciding this were student's disposition, guide teacher’ willingness of improving her context and the positive results obtained from it. The last but not the least implication involves my teaching practicum and experience. I am able to say that at the beginning of this process I had serious doubts about me being able of conducting a research properly. Throughout this process I have learned many elements and steps that need to be followed in order to assure that everything is being done correctly. More importantly, this process has helped me improving as a person and as a future teacher, because if I have the chance in the future, I will try to replicate it in my teaching experiences.
(13) Effective pedagogical strategies in a TP school 13. to come. At the same time, I was able to modify and adapt my teaching practice to what students’ and context’ needed to be done, by implementing strategies and activities that were meaningful and relevant for everyone.. Limitations. Some limitations that were faced during the process of my classroom based research were the following: ● Time constraints: Due to the fact that this school is a technical one, “technical” subjects are more important than mainstream ones. For that reason, and more than once, English classes were suspended or used to deal with other matters inside the school. It also happened that because of school activities, at least three or four classes were skipped due to school activities. ● Technical problems: There were some instances in which the school had cuts to its electricity, so the classes that were planned using projector were not possible of being carried out, which lead to a decrease in students’ mood and engagement towards the class. ● Students’ English level: As this is a technical school, being English a less important subject for students, their English level was closed to A1, which made really hard to do some activities that required a better English proficiency. As stated by Liton(2012): “It is observed that ESP practitioners often face problems due to students’ deficiency of background knowledge in English at the time of entering the course.(p 5). It can be said that ESP is effective but it is a challenge due to students’ proficiency..
(14) Effective pedagogical strategies in a TP school 14. Conclusions My classroom based research project ended with the results that were expected. The new strategies and dynamics brought to the 11th grade English class had successfully increased students’ engagement and willingness to participate in the class. To teach content related to students’ needs and interest is something that really triggers students’ disposition and make classes more enjoyable for both the teacher and students. We have to bear in mind that as teachers we are models to our students and it is our duty to engage them and give lessons more interesting and funnier for them. All in all, it was evidenced that the strategies carried out in this process are suitable to increase students’ engagement. It was also concluded that ESP, at least in the context which was implemented, seemed to be a very effective and efficient strategy to be applied within technical professional schools, moreover related to student’s vocational interests..
(15) Effective pedagogical strategies in a TP school 15. References. Becker, H.J. (1994b). How exemplary computer-using teachers differ from other teachers: Implications for realizing the potential of computers in schools. Journal of Research on Computing in Education, 26 (3), 291-321.. Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners.New York: Routledge.. Jaber, William (1997). A survey of factors which influence teachers’ use of computer-based technology. Dissertation Virginia Polytechnic Institute and State University. Hu, S. and Kuh, G.D. (2001) Being (Dis)Engaged in Educationally Purposeful Activities: The Influences of Student and Institutional Characteristics. Paper presented at the American Educational Research Association Annual Conference. Seattle, WA, 10– 14,April.. Liton, H. A. (2012). An Evaluation of the Effectiveness of ESP course for Business Administration at Community College of Jazan University. English for Specific Purposes World, 36(12), 1-14.. Lo, Yi-Hsuan Gloria,2012 ESP versus EGP: A case study of an ESP program for vocational high school students of Tourism. Taiwan International ESP Journal, Vol. 3: 2, 71100,. Morgan, D. L. (1996). Focus groups as qualitative research (Vol. 16). Sage publications..
(16) Effective pedagogical strategies in a TP school 16. Negroponte, N,. Renick, M., & Cassell, J. (1997). Creating a learning revolution. Retrieved on 17 November 2017. Available: http://education.unesco.org/unesco/educprog/lwf/doc/portfolio/opinion8.htm.. Robertson, P. (2012). The Asian ESP Journal Spring Edition April 2011 Volume 7 Issue 2.. Rubin, H.J. and Rubin, I. (2005), Qualitative Interviewing: The Art of Hearing Data, 2nd edn, Sage Publications, Thousand Oaks, California.. Sheingold, K. & Hadley, M. (1990). Accomplished Teachers: Integrating Computers into Classroom Practice. New York: Bank Street College of Education.. U. S. Congress, Office of Technology Assessment. (1995). Teachers and technology: making the connection. OTA-EHR-616 Washington, DC: U.S. Government Printing Office.. Viana, A. B. (2014). The motivational factor in the English for Specific Purposes approach (Bachelor's thesis, Universidade Tecnológica Federal do Paraná)..
(17) Effective pedagogical strategies in a TP school 17. Appendix Section Appendix A 1.- ¿A través de qué actividades o estrategias creen ustedes que la clase de Inglés podría ser más interesante? 2.- ¿Consideran que las 4 horas que tienen de Inglés están bien? 3.- ¿De qué manera les gustaría innovar en la asignatura de Inglés?.
(18) Effective pedagogical strategies in a TP school 18. Appendix B Teacher’s Name:. Date: November 9th, 2017. 1. How long have you been teaching at this school? 2. How many years have you had this grade?. 3 Do you think productive skills(speaking and writing) are difficult to be addressed in this context? If so, why? 4. What do you think students’ limitations to the English class are? 5. What strategies or activities do you find more suitable to be applied with them? 6. In your experience, what have been some strategies that have worked in engaging more students to the English class? 7. Do you think having students engaged in the class is fundamental to have a good lesson? 8. Students have stated they would like to work in the English class using computer lab. Have you considered using this resource for the English class?.
(19) Effective pedagogical strategies in a TP school 19. Appendix C Observation through photographs.
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