Plan for preliminary

investigation

Name : Noora
Ebrahim
ID : H00226806

Abstract
English became a universal language as modernity evolves especially in
education system in UAE. So for the country to compete with the
international standard, English language has been incorporated in the
curriculum. Intensive reading, ethnographic approach and authentic literature
review are the strategy that is being proposed in this study as it assures
excellent result in students language acquisition as well as good technique in
measuring students comprehension. Interview, journals and observation are
the methodology being used on Grade 3 class. Preliminary result shows that
there are significant changes on students performance and engagement in
the class. Students become more involved and find the class meaningful if
the lessons are relevant to them. So this study will help my fellow educators
in choosing what strategy and methodology in teaching English is appropriate
in their class rather than traditional teaching.
Introduction
One of the most challenging responsibilities of a teacher is to teach reading.
In my personal experience, both the teacher and the students are struggling
to teach and learn reading especially if its not spoken in their native tongue.
This does not only affect their learning but some Emirati students find it hard
to express their opinions and they tend to feel inferior from their expat
classmates. Since English language has been compulsory and incorporated
in school curriculum in UAE, all students are required to study and learn this
language in even in public school. So I propose to focus my research on
significant changes on students performance and engagement when
effective teaching strategies on reading on ESL class are implemented. I
believe that learning to read is the basic foundation of all literacy and
knowledge. There is a saying and I quote a good education means learning
to read and write and most importantly to learn how to learn so that you can
be whatever you want to be when you grow up. I believe that if, we, the
teachers know the right way to shape up our students in teaching I assure
that our future generations will be more fulfilled and grateful to learn. Its our
responsibility to breed our students of absolute knowledge and allow them to
experience learning as meaningful and fun and not a lousy experience. The
focus of this study is Grade 3 students at Nusaibah School.
My personal goal is to enhance my English literacy which will help boost and
build my confidence in teaching as well as overcome my weaknesses. I also
want to improve my knowledge and skills by learning new strategies and
update myself on the latest trends in education as well as to inspire my
students to love and enjoy learning on what they are reading. My professional
goal is to develop and implement meaningful enrichment activity and
instructional strategy that encourage self-esteem and help motivate students

to love as well as enjoy reading. I would also like to allow my students to be

an active participant in the learning process, empowering them to be
independent learners, and motivating them to achieve their full potential.
A recent study by OSullivan (2004) states that among Arab college students
especially in UAE have a significant deficit in their English language reading
skill which is often seen as rooted in negative and inefficient prior learning
experience from school. This simply means that during their primary or
secondary school the educators have failed to instill the right strategy and
motivation of learning ESL that leads to poor foundation of English
vocabulary. If this problem will be solved at an early stage in school, I believe
that young learners will achieve more success and will have a more feelings
of joy and fulfillment on their studies.
Research Question:
1. How did the students respond after introducing them on a more
engaging and meaningful lessons?
2. What is the impact of implementing approaches in the learning of the
students?

Literature Review
Key terms: ethnographic method, balance-language program, authentic
literature
As I reflect back over my experience in teaching I think there is a lot more to
improve in my mode of delivering a lesson. There are a lot more to assess
and to consider on students way of learning. Teaching is not just finishing
your lesson plan but reassuring that your students understand and absorb
the lesson well. Below is the review that will enlighten teachers on how to
improve their way of teaching and useful tool to better engage their students
in learning to read.
Balance Language Program
A recent study by Macalister, J. (2010) where he discuss about teaching
reading in the form of intensive reading activity where teachers support
students in understanding difficult vocabularies and help learners to read
better. He proposes the use of four strands (meaning-focused input,
language-focused learning, meaning-focused output and fluency
development) as a framework to assist teachers in preparing intensive
reading activity. He states that integration of these strands will result to a

well-developed unit of work activity that interrelates from and into each
other. But he emphasize that whatever the lesson is, the goal should be clear
and the primary concern should always be with the meaning of text that has
been read (Nation, I.S.P., 2010). In order to achieve goals, using
comprehension questions is a useful tool because it serves as an
intermediary role in moving from one phase of activity to the next. But he
specify that comprehension question should be well-designed within the
context of the four strands that encourage attention to meaning, convey
meaning and discouraged inappropriate use of comprehension questions.
Interview-based Investigation into ESL reading
According to Aslanian, Y. (1985) in order to assess students level of
comprehension in reading there should be an interactional element between
the teacher and the student. She said using psychometric or paper and pencil
exam is not likely a good tool for measuring the true comprehension level
and even can discover students strength and weaknesses. Using
ethnographic method wherein teachers can have a verbal interaction with the
students through interview after reading is a good assessment strategy on
comprehension. The usefulness of this strategy has gain recognition and has
been suggested by ESL researchers (e.g. Chen and Fine, 1978; Cohen et al.
1979). It parallels the study of OSullivan (2004) wherein he states that
standardized testing doesnt strengthen development of reading skills that
leads to negative feedback on learning English on Emirati students as they
enter college. When a teacher often interacts with the students he/she will
acquire vital information about students competence as well as the students
can express their views and opinions on what they read. The only problem on
this approach is that in a limited time the teacher cant accommodate all
students. But she added that dividing students into groups and have them
discuss the task is a good advantage not just to save time but all students
has the opportunity to voice out, argue, listen and suggest different ideas or
opinions from one another before the teacher iterate a judgment.
Using Appropriate Childrens Literature
According to Crystal, (1987:15) traditional EFL course book is not the best
choice when the goal is to prepare students for English-medium instruction in
general curriculum for it is criticized as stiff imitations of the dynamic
spontaneity of real life(Ghosn, 2002). Another strategy that can improve
students engagement and improvement towards reading comprehension is
by using authentic childrens literature. According to Ghosn (2002) carefully
selected childrens literature provides an alternative and motivating medium
for language learning (Bassnett and Grundy, 1993:7). She said that literature
can motivate students because of its meaningful contents. But researcher
Bettelheim (1986:4) states that if reading materials are just superficial in

substance students will gain little or no significance which will add nothing to
life because the act of reading was devalued (Exton and ORourke, 1993:278). So Ghosn suggest that educators must select stories relevant to the
students interest, facilitates integration of language skills, promotes word
recognition and foster oral language. Literature can also be a change agent
for it helps eradicate prejudice in cultural differences and deepen their
awareness on the world around them. But Krashen(1997:21) pointed out that
in order to be a good ESL learner students must be able to read and
understand first their first language. Bettelheim (1986) parallels Ghosns
approach and he states that literature can promote gradual development of
the understanding of self and the world.

Conclusion
The ability to read confidently, efficiently and fluently in English is a key
academic and professional enabler for learners (OSullivan, 004).
Incorporating all this approach in my teaching will help me assure a
successful and meaningful lesson for my students. I learned that
standardized testing does not encourage development of reading skills
wherein it is a common practice in evaluating my students competence. I
believe that using these tools will assist me in preparing a lesson on intensive
reading activity. Lastly, I want to motivate my students to be interested in
reading and learning that they will be more engage to acquiring knowledge
on whatever they want to learn.

Methodology
According to Sagor (2000) an action research is a disciplined process of
investigation conducted by and for those taking the action. It helps educators
to be more efficient at what they most concerned about in terms of teaching
and developing their students learning to have a meaningful and full of

learning class. Using Qualitative design will uncover trends in thought and
opinions, and dive deeper into the problem Wyse (2011). I will identify the
problem and focus groups, reflection, data collection, take action, implement
revised action based on what I had learned.
Data Collection
I gather data from multiple articles and sources in order to enhance validity
and reliability the findings of my proposed strategies using triangulation
(Sagor, 2000). My focus group is grade two students wherein I will do an
observation, conduct an interview, use journals and documentation about
their feelings if an engaging and meaningful lesson has been taught in the
class.
Observation
According to Cohen (2006), observation fosters in-depth and rich
understanding of circumstances, phenomenon and behavior of participants.
It is also crucial in gaining understanding of naturalistic setting were educator
develop rapport and foster free and open speaking with the class. But the
disadvantage is that it is time consuming, documentation relies on memory
and diligence of researcher and it requires conscious effort at objectivity
because this method is inherently subjective. Otherwise, observing enables
documentation and reflection more immerse as they actually happen, rather
than what we think occurs.

Interview
Interview involves asking questions and getting answers from participants. It
can be done in structured, semi-structured or unstructured conversation
individually or by group Cohen (2006). In order to save time I should do an
interview by group, have set complete set of questions, place the setting with
less destruction, aware the students on how long the interview will last and
use notes or recorder. The problem with this situation is that some students
may not participate nor give the right view or opinion for they may take it as
an exam. During interview I can also evaluate their reading ability as well as
their feelings towards learning and the way the lesson being carried out.

Journals and Documentation

Keeping journals is a helpful tool in research. You can write your thoughts,
opinions and concerns regarding your focus area. It will also enable you to
see the progress in teaching, problems along the way and your personal or
professional growth. Documentation along with journal is a useful tool in
observing the target group, teachings plans that need to improve and help
you assess on the area of teaching that needs improvement. According to
Bowen (2009) documentation will help you examine data and interpret in
order to bring out meaning, gain understanding and develop factual
knowledge. It also serves as evidence that you used for systematic evaluation
of research. Some examples of journals are teaching plans, manuals, diaries,
memoranda, maps and chart.
Ethical Consideration
Studies involving human interaction especially in data collection that
research guideline ethics is very important. When implementing a research,
first must have an inform consent from the school, students and parents.
Ensuring anonymity and confidentiality of the participants. Every participant
must be treated with respect as to whether they want to volunteer or not by
not forcing them to respond. The settings must also be considered to avoid
pressure and distraction to the participants. To lessen the amount of
unreliable data, ensure to increase trustworthiness of answers from
respondents. This will be achieved by explaining the purpose of the project to
just gain information and not to judge or harm them. And most of all be
sensitive to every participants feelings for everyone has their own views and
opinions on how they perceive teachers and lessons in the class.

Reference:

Arnold, W. and Malcolm, F.2016. Readers and Young Learners.

http://www.teachingenglish.org.uk/article/reading-young-learners
Aslanian, Y. 1985. Investigating the reading problems of ESL students: an alternative.
ELT journal Volume 39/1 January 1985
Bassnett, S. and P. Grundy.1993. language through literature. London: Longman.
Bettelheim, B. 1986. The uses of enchantment. New York: Random House, Vintage
Books.
Bowen, G. 2009. Document Analysis as a Qualitative Research Method.
https://www.academia.edu/8434566/Document_Analysis_as_a_Qualitative_Research_M
ethod
Cohen, A.D. and J. Fine. 1978. reading history in English: Discourse analysis and
experience of native and non-native reader. ERIC ED 165 476.
Cohen, A., H. Glasman, P.R. Rosenbaum-Cohen, J. Ferrara, and J. Fine. 1979. Reading
English for specialized purposes: discourse analysis and the use of student informants.
TESOL Quarterly 13/4:551-63.
Cohen D, Crabtree B. "Qualitative Research Guidelines Project." July 2006.
http://www.qualres.org/HomeObse-3594.html

Crystal, D. 1987. Child language, learning and Linguistics. London: Edward Arnold.
Ghosn, I. K.2002. Four good reasons to use literature in primary school ELT
ELT Journal Volume 56/2 April 2002 @ Oxford University Press
Krashen, S. 1997. Bridging Inequality with Books. Educational Leadership 55/4:18-22.
Macalister, J. 2011. Todays teaching, tomorrows text: exploring the teaching of
reading. ELT journal Volume 65/2 April 2011; doi:101093/elt/ccq023
Nation I.S.P. and Macalister, J. 2010. Language Curriculum Design. New York:
Routeledge/Taylor &Francis.

O'Sullivan, A., 2004.Reading and Arab college students: Issues in the United Arab
Emirates Higher Colleges of Technology
https://www.academia.edu/1012284/Reading_and_Arab_college_students_Issues_in_the
_United_Arab_Emirates_Higher_Colleges_of_Technology

Sagor, R.2000. Guiding school improvement with action research.

http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research
%C2%A2.aspx
Wyse, S. E. 2011.What is the Difference between Qualitative Research and
Quantitative Research? http://www.snapsurveys.com/blog/what-is-thedifference-between-qualitative-research-and-quantitative-research/