The basis of the research study aims to evaluate a new ‘ESL Curriculum for Young Learners’ resulting in the creation of an accompanying syllabus for the curriculum and the development of ‘Active Learning Strategies’ lesson plans that root their success in the research of Vygotsky, Gardner and Piaget. The research will follow three phases of investigation. Phase I is the creation of materials such as questionnaires for parents, administrator interview, peer observation of the teacher by a professional in the field and reflective inquiry in the form of a teacher’s journal. Phase II of the research monitors the implementation of pre-tests and post-tests to gauge the accuracy of the statistical data followed by Phase III which will present and evaluate various treatments in an attempt to arrive at positive outcomes. Treatments incorporated detailed quantitative and qualitative data to explore the implementation of a new ESL curriculum for young learners. Data collecting included a pre-test and post-test analysis and formative assessment criteria and data reporting, while a parent questionnaire, peer review, interviews with the director of the program and a student portfolio yielded additional information. Data analysis consisted of recording percentage, mean and standard deviation. A teachers log and a self reflective journal also made an impact in evaluating the qualitative data.
The participants in the study were two pre-school classes of children from ages 4 and 5 years (total 24). These children attend a private institution and they are part of the Native Speaker Program at the school. The school is located in Northern Thailand in the city of Chiang Mai. Participant’s progress was tracked over a two term period (2011-2012) to compare the old curriculum results and evaluations using an updated, newly revised curriculum based on the current European Framework and contemporary research in reputable published academic journals. Themes addressed in the research are teaching young learners, teacher critical self-reflection, review of statistical data and evaluations written in a teachers log for the past two years. Maintaining the motivation level of young children learning English as they prepare for a future where English language competence is monitored and mandated by the Thai government will be examined as well as sub- topics like classroom management and teacher enthusiasm.
Inhaltsverzeichnis (Table of Contents)
- Chapter 1: Introduction
- 1.1: Background of the Study
- 1.2: Statement of the Problem
- 1.3: Purpose of the Study
- 1.4: Research Questions
- 1.5: Significance of the Study
- 1.6: Scope and Delimitations
- 1.7: Definition of Terms
- Chapter 2: Literature Review
- 2.1: Importance of English Communication
- 2.2: Young Learners and Second Language Acquisition
- 2.3: Active Learning Strategies
- 2.4: Curriculum Development for Young Learners
- 2.5: Assessment of English Communication
- Chapter 3: Methodology
- 3.1: Research Design
- 3.2: Participants
- 3.3: Instruments
- 3.4: Data Collection Procedures
- 3.5: Data Analysis
- Chapter 4: Results
- 4.1: Analysis of Pre-test Scores
- 4.2: Analysis of Post-test Scores
- 4.3: Comparison of Pre-test and Post-test Scores
- 4.4: Qualitative Data Analysis
- Chapter 5: Discussion
- 5.1: Interpretation of Findings
- 5.2: Implications for Teaching Practice
- 5.3: Limitations of the Study
- 5.4: Recommendations for Future Research
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This research investigates the effectiveness of an active learning strategy curriculum in promoting English communication skills in K2 young learners. The study aims to determine the impact of the curriculum on students' English proficiency and identify any significant changes in their communication abilities. The research also seeks to understand the perceptions of both teachers and students regarding the curriculum's effectiveness.
- The importance of active learning strategies in promoting language development
- The effectiveness of a specific active learning strategy curriculum in improving English communication skills
- The role of teacher-student interaction in facilitating language acquisition
- The impact of the curriculum on student motivation and engagement
- The challenges and benefits of implementing an active learning strategy curriculum in a classroom setting
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter 1 provides a comprehensive overview of the research, including the background, problem statement, purpose, research questions, significance, scope, and definitions of key terms. Chapter 2 delves into the literature review, exploring the theoretical framework of the study and examining relevant research on the effectiveness of active learning strategies in second language acquisition, particularly for young learners. Chapter 3 outlines the methodology employed in the research, including the research design, participant selection, data collection methods, and data analysis procedures. Chapter 4 presents the results of the study, analyzing the data collected through pre-tests and post-tests, as well as qualitative observations and interviews. Chapter 5 discusses the findings, drawing implications for teaching practice, addressing limitations of the study, and providing recommendations for future research.
Schlüsselwörter (Keywords)
This research focuses on the impact of active learning strategies on young learners' English communication skills. Key terms include active learning, curriculum development, second language acquisition, young learners, English communication, pre-tests, post-tests, qualitative data, student motivation, and teaching practice.
- Quote paper
- Michael Underhill (Author), 2014, Evaluating the Effectiveness of an Active Learning Strategy Curriculum that Promotes K2 Young Learners' English Communication Ability, Munich, GRIN Verlag, https://www.grin.com/document/275915
