I need to send my PhD project before midnight and I don't know if I have made some grammar mistakes in the Methodology part. That's why I would really appreciate any correction. Thank you in advance!
Methodology
For this project, we will employ both quantitative and qualitative techniques but is not limited to the exact input data nor the interpretation of some witnesses, but uses the above to find alternative solutions to problems and, through action, to transform educational practice. Anyway, this research will be particularly important information obtained from a qualitative perspective. This peculiarity is due to the fact of analyzing a field of knowledge, the application of the comic to the teaching of ELE, which, to our knowledge, has provided little information on direct experimentation in the classroom and the vision of this kind are both teachers and learners.
Moreover, the qualitative approach seems the most advisable way for investigations into subgenres like the webcomic, whose use is relatively early in the ELE classroom and therefore is difficult to anticipate and judge by the researcher useful unless you contact and interview subjects who are incorporating this technology tool for teaching practice.
So go through the phases in this project are fourfold:
-Observation: Recognition and initial assessment on the use of comics from a dual perspective teaching and publishing. In this first part of the research make two qualitative analysis: a first for the use of ELE teachers give this material, for which use the technique of semi-structured open interviews in a sample of teachers who subscribe to the network FORMESPA, and a second test to see how the comic is used in textbooks ELE intermediate (B1 and B2), which will require to undertake three sub-phases: collection of manuals, creating a template and data collection and data analysis and conclusions.
-Planning: This phase will build the theoretical framework of research from the study of existing literature regarding communication skills and the comic, the different methodological approaches in the teaching of ELE and historical development of the proposed use of comics as a teaching tool, including those who contemplate the use of new information technologies.
-Action: After the review, and next to the information obtained in the first two phases, there would be developing an action plan, critically informed, to improve the use of comics in the language classroom. This phase would include the design of a didactic materials based on the comic for levels B1 and B2 of the Framework and its application in classrooms ELE with intermediate students.
-Conclusion: We will, first, critical analysis of the effects of our experimental teaching in the classroom. To do this, we will use quantitative and qualitative procedures through which try to assess the effectiveness of the method used and the comic as a teaching tool, the quality of didactic and student satisfaction, as advised by the CERF. Thus, the corpus handled in this phase will consist of: personal observation of the teacher, learners open consultations and questionnaires with open (subjective tests) and closed surveys (objective tests). Then in a second moment of this last phase, we will face the interpretation of results, exposure of the advantages and disadvantages of the methodology applied and the bottom line. The investigation was closed with the presentation of findings, the testing of hypotheses, the pedagogical implications of the thesis and possible future research lines.
Methodology
For this project, we will employ both quantitative and qualitative techniques but is not limited to the exact input data nor the interpretation of some witnesses, but uses the above to find alternative solutions to problems and, through action, to transform educational practice. Anyway, this research will be particularly important information obtained from a qualitative perspective. This peculiarity is due to the fact of analyzing a field of knowledge, the application of the comic to the teaching of ELE, which, to our knowledge, has provided little information on direct experimentation in the classroom and the vision of this kind are both teachers and learners.
Moreover, the qualitative approach seems the most advisable way for investigations into subgenres like the webcomic, whose use is relatively early in the ELE classroom and therefore is difficult to anticipate and judge by the researcher useful unless you contact and interview subjects who are incorporating this technology tool for teaching practice.
So go through the phases in this project are fourfold:
-Observation: Recognition and initial assessment on the use of comics from a dual perspective teaching and publishing. In this first part of the research make two qualitative analysis: a first for the use of ELE teachers give this material, for which use the technique of semi-structured open interviews in a sample of teachers who subscribe to the network FORMESPA, and a second test to see how the comic is used in textbooks ELE intermediate (B1 and B2), which will require to undertake three sub-phases: collection of manuals, creating a template and data collection and data analysis and conclusions.
-Planning: This phase will build the theoretical framework of research from the study of existing literature regarding communication skills and the comic, the different methodological approaches in the teaching of ELE and historical development of the proposed use of comics as a teaching tool, including those who contemplate the use of new information technologies.
-Action: After the review, and next to the information obtained in the first two phases, there would be developing an action plan, critically informed, to improve the use of comics in the language classroom. This phase would include the design of a didactic materials based on the comic for levels B1 and B2 of the Framework and its application in classrooms ELE with intermediate students.
-Conclusion: We will, first, critical analysis of the effects of our experimental teaching in the classroom. To do this, we will use quantitative and qualitative procedures through which try to assess the effectiveness of the method used and the comic as a teaching tool, the quality of didactic and student satisfaction, as advised by the CERF. Thus, the corpus handled in this phase will consist of: personal observation of the teacher, learners open consultations and questionnaires with open (subjective tests) and closed surveys (objective tests). Then in a second moment of this last phase, we will face the interpretation of results, exposure of the advantages and disadvantages of the methodology applied and the bottom line. The investigation was closed with the presentation of findings, the testing of hypotheses, the pedagogical implications of the thesis and possible future research lines.
