Sunday, 29 July 2018

Cover Page

UNIT 2: TASK 3 – QUALITATIVE RESEARCH











PRESENTED BY:

NARCISO ALBEIRO ESCOBAR ESCOBAR – 11.389.956

ANDRES MAURICIO QUINTERO PABON – 1.091.674.086

GLORIA INES REYES DIAZ – 63.307.587

CARLOS MIGUEL VERGEL ALVAREZ – 13.177.401

ANGIE KATHERINE SANCHEZ GARAVITO – 1.098.737.758





TUTOR:

MILLY ANDREA MUÑOZ





GROUP NUMBER: 551031_5





UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA  UNAD

BACHELOR´S DEGREE IN ENGLISH AS A FOREIGN LANGUAGE

SCHOOL OF EDUCATION SCIENCES – ECEDU

AUGUST 03RD, 2018

Introduction

Introduction to the Blog

     Throughout this task, students learnt how investigators conduct a research; what to pay attention to, while analyzing data; to identify methods of research, to understand the qualitative and quantitative differences, and to make an educated decision while deciding what possibility is more true to their interest while researching.

     This kind of studies and exercises are invaluable to the students’ future, either to keep with their education, or while working. This knowledge is also important to understand the statistics basics that will provide students with the necessary skills to read, evaluate, and grab important technical information. Most importantly, students will develop their critical thinking and analytic skills.

Why analyze research?  

     There has been a consistently need to measure findings-data around the world.  Thus, researchers lean on either quantitative and qualitative research, or a mix, to design their research and to ensure accurate and trustworthy results.  Both methods have their advantages and limitations in their approaches, thus, it is the researcher’s criterion and needs which determine the method used.

What is Qualitative research?

     “Qualitative research is characterize as meaning, a concept, a definition, metaphors, symbols, and a description of things.” Berg and Howard (2012)
As the word itself expresses “Qualitative Research” focuses on quality of things (their nature, characteristics, concepts, descriptions, social behavior); it is done through interviews, with small samples. It is subjective.

What is Quantitative Research?

     “It is the research that places emphasis on numbers and figures in the collection and analysis of data.” Bryman (2001, p20).

     The word Quantitative means quantity of things, thus, the data takes the form of numbers.  It involves the use of large sets of data and samples. The tools used are surveys and experiments. It is objective, more reliable, and looks for relationships among variables.

Why to use a mix method?

     This is a very delicate situation researchers have to measure, as for the use of both, qualitative and quantitative methods have their own challenging issues.  First, to use both might be more time consuming, more difficult to manage. However, it has many advantages as well.

     “Researchers state mixed methods research is the only way to be certain of findings" (Coyle & Williams, 2000; Sieber, 1973).

Gloria Ines Reyes

Encouraging Students to Write a Paragraph by Using Semantic Mapping Strategy

Sulistyo, T. and Sri Ningsih, M. G. (2013). ENCOURAGING STUDENTS TO WRITE A PARAGRAPH BY USING SEMANTIC MAPPING STRATEGY. Journal on English as a Foreign Language, Vol 3, No. 1. pp. 41-48. Kanjuruhan University of Malang. DOI: http://dx.doi.org/10.23971/jefl.v3i1.61. Retrieved from: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/61


Comments by Andrés Mauricio Quintero

     Good morning dear Gloria, First of all I want to tell you that you have a good pronunciation and a good English level; in the first hand the topic that you chose is very important and interesting in the teaching, being as finding ways to write paragraphs is very useful for the learning process and those are things that they hardly forgot, the graphic helps students to see how the concepts (words) relate each other and it’s possible to approach to the construction of a map from two great perspectives: 1, as previous step to the developing of a topic: to organize the ideas and  stablish relationship ties and 2, as reading or reflection process  in front of a given text: route to discover describe the topics, as the author of the text has been relating or how our reflections contextualize the text.

     In the other hand, you explain very well how the topic that you decided to work with is quantitative and qualitative, every point that you highlighted is very clear and help us to get to know what kind of method they used to carry out that study.

Good day.

Comments by Narciso Albeiro Escobar

Cordial greeting Tutor and mates.

Hello Gloria,

     I have reviewed your video and I consider that you have a good pronunciation and your English level is very good; The subject you chose is important and interesting for teaching, since writing paragraphs is complex and with these guidelines the learning process for students is improved. Organize the ideas, establish a relationship between the words with the text and the main ideas.

     The investigative part of your work is quantitative and qualitative that you highlight in the video. It is a very detailed and clear work

Many thanks,

Albeiro Escobar

Comments by Angie Katherine Sánchez

Dear E-mate Gloria,

Good afternoon

     Through this message, I want to comment you I saw your video and I congratulate you because you have an great pronunciation and English level, besides that you took into account additional references that helped you complement the activity. It seems me very pertinent to focus basic concepts in both methods (qualitative and quantitative), as indispensable base to easily understand the function of each one of them within research methodology of the study.

     I would like to point out the way in that you determine the importance of qualitative research, where focus social aspects starting from the experience and interpretation, through the observation and surveys as instruments of data collection, and the quantitative research where the data analysis is carry out by means statistics graphics, scales of measurement, nominal and ordinal intervals. 

     Moreover, the semantic mapping strategy in the writing process shows an exact representation of the situation or event studied, and the findings show how and why the students managed to connect words and vocabulary. Finally, the content of your video responds to the activity specifications and reflects your understanding of the topic, the information is clear and concise and different information resources justify your individual contribution.

Have a nice day,

Angie Sánchez

Andres Mauricio Quintero

The Effect of Audiobook Use on EFL Students´ Fluency Development

Ayunda, A. N. (2013). THE EFFECT OF AUDIOBOOK USE ON EFL STUDENTS’ FLUENCY DEVELOPMENT. Journal on English as a Foreign Language, Vol 3, No 2. pp. 85-92. Retrieved from: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/67


Comments by Carlos Miguel Vergel

Good evening ANDRES

     Reviewing your video it is clear that you have very good command of English, in its pronunciation and reading.

     Regarding the topic that you explain in the video THE EFFECT OF THE USE OF THE AUDIOBOOK IN THE DEVELOPMENT OF THE FLUENCY OF EFL STUDENTS, it is very important, since the audiobooks are a form of empirical study that implement a previous and subsequent research design to a test. The audio books seem to be successful in an investigation, as they lead to a considerable improvement in the fluency and coherence of the vocabulary size during the oral performance.

Thank you

CARLOS MIGUEL VERGEL


Comments by Narciso Albeiro Escobar

Cordial greeting Tutor and mates.

Hello Andrés,

     I have reviewed your video and I think you have good reading fluency. According to the video, the development of this is very good since the person who listens to this material is working on the linguistic ability of listening; the vocabulary of the listener is implemented. With this material, the cost of paper in physics and felling of trees.

     With this method, audio books are improving and is being implemented in many cases, study and work.

Many thanks,

Albeiro Escobar

Comments by Angie Katherine Sánchez

Dear E-mate Andrés,


Good afternoon

     By means the following message, I would like to manifest you that I was looking at your video and this is well organized, your voice is very clear which helps us understand your speech language; I consider that you have structured fundamental elements that a research methodology should take, so it shows your understanding and analysis of the selected article and describe us with accuracy the quantitative method used in different parts on it.

     It is essential that you had established the selection or identification of the abstract as an initial step, because it is the starting point to guide the study and allows us to focus on what direction we want to give it; apart from that, we can note how influence the audiobooks in the learning process of the students, in order to interchange ideas and point of views in the improvement of the communicative and pragmatic competences.

     Likewise, the approach of the questions facilitates the orientation of the objectives that are expected to be achieved in the study, it help us to understand the findings in relation the use of the audiobooks in the potentialization of the fluency speech too. I would like to underline the importance of recognizing the population as an important step in the methodology, since allows us to have a sample reference and better understand those variables to be studied.

Have a good day,

Angie Sánchez

Angie Katherine Sanchez

The Use of Grammar Translation Method in Teaching English

Elmayantie, C. (2015). THE USE OF GRAMMAR TRANSLATION METHOD IN TEACHING ENGLISH. Journal on English as a Foreign Language, Vol 5 (2), pp. 125-132. DOI: http://dx.doi.org/10.23971/jefl.v5i2.372. Retrieved from: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/372



Comments by Andrés Mauricio Quintero


     Good afternoon dear Angie, I was watching and paying attention to your video, and it looks very nice and well organized, your pronunciation is very good you have a very good domain of your L2 and what you say in the video is understandable, in the other hand, although in the article that you decided to work with, says what methodology was used to carry on that research, it’s evident that you have clear how to identify or what clue points we can find in a research to know if it is quantitative or qualitative.

     Use of Grammar Translation Method in Teaching English base the teaching of a L2 in the detailed analysis of the grammar rules and its expressions to apply after the acquire knowledge to the sentences and texts translation from the target language to the own language and vice versa. The first language works as reference system in the acquisition of the L2.

     This method emerged in Prussia at the end of the eighteenth century and adopted as a model the system used for the teaching of Latin and Greek. He is heir to the German academic practice and some of his representatives were J. Seidenstücker, K. Plötz, H. S. Ollendor and J. Meidinger.

     For this method, language is a system of rules that must be taught through texts and related to the rules and meanings of the first language. The basis of both the linguistic description and the activities carried out in class is the written language. Vocabulary is learned through word lists and special emphasis is placed on the degree of correctness of the translation.

     The learning of grammar is deductive, that is, a rule is presented, explained and memorized and then practiced in translation exercises. Prayer is the basic unit of teaching and linguistic practice. The language of instruction is the first language of the learner.

     The teacher is the main protagonist of the teaching-learning process, the maximum authority. Its function is to provide linguistic knowledge and correct the errors produced by the learners. The student, on the other hand, has a little participatory role, is limited to following the instructions of the teacher, to memorize rules and lists of vocabulary, to read and to translate.

Melero, P. (2000). Methods and approaches in the teaching / learning of Spanish as a foreign language. Madrid: Edelsa.

Sánchez, A. (1997). The methods in the teaching of languages. Historical evolution and didactic analysis. Madrid: SGEL.

Comments by Gloria Ines Reyes

Hello dear peers, I am going to give feedback on Angie’s video


Hello Angie.

     The way you analyzed the article “The use of Grammar Translation Method in Teaching English” is very clear.  You used very explanatory charts, where you labeled all the relevant words, sentences, and sections of the reading.  You even introduced some statistical concepts and showed how the data should look like. With them, you guided us throughout the whole analysis, linking each chart with the article in a flawless runway.  The examples you gave us many times after each concept was said, helped to enhance the study or research comprehension.

     When you talked about operationalization of variables, you talked about the importance of founding patterns in the research to recognize the method used, you also reviewed the tools for dating the statistical analysis.  When you reach the results, you indicated each category, thus, it was easy to make sense of the unstructured data, as it was presented.

      I think you did not let out anything.  You really describe the descriptive or qualitative method used in the reading.  You interpreted the article in an easy, understandable way. You were very creative. Congrats.

Gloria

Narciso Albeiro Escobar

Learning Strategies Applied by the Students in Writing English Text

Yulianti, D. B. (2018). Learning strategies applied by the students in writing English text. Journal on English as a Foreign Language, Vol 8, No. 1. Muhammadiyah University of Ponorogo. JawaTimur, Indonesia, pp. 1-20. Retrieved from: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/583/


Carlos Miguel Vergel

Learning Strategies Applied by the Students in Writing English Text

Yulianti, D. B. (2018). Learning strategies applied by the students in writing English text. Journal on English as a Foreign Language, Vol 8, No 1. Muhammadiyah University of Ponorogo Jl. Budi Utomo, JawaTimur, Indonesia, pp.19-38. Retrieved from: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/583/





References

References

Ayunda, A. N. (2013). THE EFFECT OF AUDIOBOOK USE ON EFL STUDENTS’ FLUENCY DEVELOPMENT. Journal on English as a Foreign Language, Vol 3, No 2. pp. 85-92. Retrieved from: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/67
Ballard, M., Carlock, D., & Rock, S. (Directors). (n.d.). (2007). Qualitative Research [Video file]. Retrieved from: https://drive.google.com/file/d/1NcniktWQOP9m9KvhpFseeTcbCfALL24H/view?usp=sharing
Creswell, J. (2014). Qualitative Theory Use. In Research design: qualitative, quantitative, and mixed methods approaches. (4th ed., pp. 98-102). California: SAGE Publications, Inc. Retrieved from: https://drive.google.com/file/d/1ustFhZscHCi7CKKP4mVIn5wC2LKYvgfv/view?usp=sharing
Elmayantie, C. (2015). THE USE OF GRAMMAR TRANSLATION METHOD IN TEACHING ENGLISH. Journal on English as a Foreign Language, Vol 5(2), pp. 125-132. DOI: http://dx.doi.org/10.23971/jefl.v5i2.372Retrieved from: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/372
Sulistyo, T. and Sri Ningsih, M. G. (2013). ENCOURAGING STUDENTS TO WRITE A PARAGRAPH BY USING SEMANTIC MAPPING STRATEGY. Journal on English as a Foreign Language, Vol 3, No. 1. pp. 41-48. Kanjuruhan University of Malang. DOI: http://dx.doi.org/10.23971/jefl.v3i1.61Retrieved from: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/61
Yulianti, D. B. (2018). Learning strategies applied by the students in writing English text. Journal on English as a Foreign Language, Vol 8, No 1. Muhammadiyah University of Ponorogo Jl. Budi Utomo, JawaTimur, Indonesia, pp.19-38. Retrieved from: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/583/