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1
英语听力情况调查Questionnaire on English
listening
2
General instruction
• The following questionnaire is designed to understand how Chinese students learn English in a listening class. Please answer…
3
Specific instructions
• Below are some statements referring to how you feel when you listen to tapes in English in the listening class. There are no right or wrong answer…
4
Conceptual frameworksymptoms Physical
Cognitive
sources Trait anxiety
Not confident in oneself
Not confident in one’s language
Environ-mental anxiety
Fear of evaluation
On-line processing
Language difficulty level
5
Physical symptoms1. My heart beats very faster when I’m
listening to English although I’ve got well prepared.
2. My hands are sweaty when I am listening to
English even if the material is not difficult for
me.
3. I feel very nervous when I am asked to do
listening comprehension questions in class
although I know I can do them.
6
4. I feel nervous when I meet the critical eyes of the teacher during a listening class.
5. I feel nervous in a listening class
whenever the teacher is present.
6. I feel embarrassed when the teacher
asks me to repeat what I have heard.
7
Trait anxiety refers to learners’ inherent discomfort and nervousness that is a relatively stable personality feature
Environmental anxiety refers to the discomfort, nervousness or embarrassment induced by the environmental factors.
8
9
Tasks for this morning Discuss Perceptual Learning
Style Preference Questionnaire
Analyze the data
Discuss the questionnaires
designed by two participants
10
TESOL QUARTERLY, Vol. 21, No. 1, March 1987
The Learning Style Preferences of ESL Students
JOY M. REID
Colorado State University
11
Conceptual definition
…learning styles, is broadly described as
“cognitive, affective, and physiological traits
that are relatively stable indicators of how
learners perceive, interact with, and respond
to the learning environment” (Keefe, 1979a,
p. 4).
12
Research with U.S. school children (R.
Dunn, 1983, 1984; Reinert,
1976) has demonstrated that learners
have four basic perceptual
learning channels (or modalities):
13
Subcategories of learning styles
Visual learning: reading, studying charts Auditory learning: listening to lectures,
audiotapes Kinesthetic learning: experiential learning,
that is, total physical involvement with a learning situation
Tactile learning: “hands-on” learning, such as building models or doing laboratory experiments
14
Questions
Structure of the questionnaire
The items of different categories
Problems in the questionnaire
15
Perceptual learning styles
Visual learning
3, 7, 9, 17, 20
Auditory learning
1, 4, 6, 13, 15
Tactile learning
8, 10, 12, 16, 18
Kinesthetic learning
2, 5, 11, 14, 19
16
Problems
Explanation Opinion and behavior Five-point scale
17
The source of itemsA self-reporting questionnaire was developed on the basis ofexisting learning style instruments, with modifications suggested byNNS informants and U.S. consultants in the fields of linguistics,education, and cross-cultural studies.
18
The survey, which was
constructed and validated for NNSs, consisted of randomly
arranged sets of 5 statements on each of the six learning style
preferences to be measured: visual, auditory, kinesthetic, tactile,
group learning, and individual learning.
19
Validation
Validation of the questionnaire was
done by the split-half method.
Correlation analysis of an original set
of 60 statements (10 per learning style)
determined which 5 statements should
remain within each subset.
20
Outline
1. Criteria for a good
questionnaire
2. Procedures for constructing a
questionnaire
21
I. Criteria for a good questionnaire
For questionnaire items
Valid, reliable and unambiguous
For questionnaire format
Having a professional outlook
22
2. Procedures for constructing a questionnaire
(1) Decide the mode of administration
– By person
– By mail
23
(2) Different types of information
Factual questionsgender / age /name /date of birth
Behavior questions (What does a
respondent do?)Actions / feelings
Attitudinal questions (What does a
respondent think?)opinions / beliefs /preferences/reasons
(Dornyei, 2002:8-9)
24
(3) Determine the way you process the data
• Individual-item-based questionnaire
– describe the frequency and mean of one
isolated item
• Category-based questionnaire
– describe the mean of a category that contains
three or more questionnaire items
25
Questionnaire
The following questionnaire is
designed to find out to what extent you
are interested in research. The
information obtained will help me
improve my teaching. Please answer
each question frankly and honestly.
26
Part I: Please answer each question by writing
down the question number together with the
letter that can best indicate what you really do.
The letters stand for the following responses.
A = This statement is never or almost never true of me.
B = This statement is usually not true of me.
C = This statement is somewhat true of me.
D = This statement is usually true of me.
E = This statement is completely or almost true of me.
27
1. I read research papers in Chinese.
2. I read research papers in English.
3. I conduct empirical studies.
4. I publish research papers in Chinese
5. I publish research papers in English
6. I read books on research methods.
7. I have very little knowledge about research methods.
8. I am eager to learn more about research methods.
Part II: Background informationGender_________ Age __________
Education Level ____________ (BA/MA)
In which university are you teaching? _______________
28
Category-based questionnaire When speaking in English, I first organize
what I want to say in Chinese and then
translate it into English.
I translate the English text into Chinese to
understand the text better.
When writing in English, I first organize what I
want to express in Chinese and then translate
it into English.
I remember in Chinese what I have
understood through listening to English.
29
Mother-tongue-use strategy
Listening
Speaking
Reading
Writing
30
L2 learner anxiety
1. My heart beats very faster when I’m asked to answer question although I’ve got well prepared.
2. My face flushes whenever I try to say
something in English in class.
3. I feel very nervous when I am asked to
answer a big question in class although
I know how to do it.
31
4. I feel nervous when I meet the critical eyes of the teacher during my oral presentation in class.
5. I feel nervous during a group
discussion whenever the teacher is
present.
6. I feel somewhat embarrassed when the
teacher asks me to repeat what I have
said.
32
Trait anxiety refers to learners’ inherent discomfort and nervousness that is a relatively stable personality feature
Environmental anxiety refers to the discomfort, nervousness or embarrassment induced by the environmental factors.
33
(4) Deciding the content of individual items
Using ordinary words
Avoid ambiguous words
Avoid a leading questions
34
(5) Choose question structure
Multiple-choice questions
Dichotomous questions
Scales
35
Multiple-choice questions
How do you learn the cultural differences in your daily life? Please check as many as you like.
(1) Read English magazines, and books on Western
customs and etiquette
(2) See English movies and videos
(3) Actively interacting with native speakers of English.
36
Dichotomous questions
(1) Do you talk to yourself in English outside
class?- Yes
- No
(2) Do you often read English newspapers?- Yes
- No
37
(6) Determining the order of questions
Background information first General question first Easy question first Questions of the same category
must be spread out
38
(7) Deciding the format of a questionnaire
Over the past 15 years I have
increasingly come to he belief that
producing an attractive and
professional design is half the battle in
eliciting reliable and valid data
(Dornyei, 2003: 19)
39
(8) Conducting one pilot study or more
To check whether there is any
ambiguity or misunderstanding
To examine whether the
preconceived categories can meet
the statistical requirement
40
(4) What should be included in a
questionnaire?
• A general explanation
• Background information
• Instructions/directions
• Questionnaire items
41
Discussion in pairs
• What are included in this questionnaire?
• How do you classify these 20 items into four categories?
• Is there any problem in this questionnaire? Can you improve it?
42
The structure of a questionnaire
• Background information
• Explanation & instructions
• Questionnaire items (investigating
behaviors)
• Expressing thanks
43
Five-point scale1 = This statement is never or almost
never true of me.
2 = This statement is usually not true of me.
3 = This statement is somewhat true of me.
4 = This statement is usually true of me.
5 = This statement is completely or almost completely true of me.
44
3. SELECTING SUBJECTS
Three basic random sampling techniques
simple random sampling
systematic random sampling
stratified random sampling
45
Simple random samplingWith simple random sampling, each
unit is numbered from 1 to N (where N
is the size of the population). Next, a
table of random numbers is used to
select n items to the sample.
46
01 Beijing University 11 Liaoning Normal University
02 Qinghua University 12 Sichuan University
03 Beijing Normal University 13 Wuhan University
04 Fudan University 14 Nankai University
05 Huadong Normal University 15 Zhongshan University
06 Nanjing Normal University 16 Henan University
07 Shanghai University 17 Shantou University
08 Dongnan University 18 Zhejiang University
09 Nanjing University 19 Shangdong University
10 Hehai University 20 Xiamen University
Table 6.4: Numbered population of 20 universities
47
Task One
Select 10 universities out of the 20
universities
48
A brief table of random numbers
91567 42595279583013404024863852988099730
46503 18584188454961802304510382065558727
34914 63976887208276534476170328758940836
57491 1670323167493234502133132 12544 41035
30405 83946 23792 14422 15059 45799 22716 19792
09983 74353 68668 30429 70735 25499 16631 35006
85900 07119 97336 71048 08178 77233 13916 47564
49
01 Beijing University 11 Liaoning Normal University
02 Qinghua University 12 Sichuan University
03 Beijing Normal University 13 Wuhan University
04 Fudan University 14 Nankai University
05 Huadong Normal University 15 Zhongshan University
06 Nanjing Normal University 16 Henan University
07 Shanghai University 17 Shantou University
08 Dongnan University 18 Zhejiang University
09 Nanjing University 19 Shangdong University
10 Hehai University 20 Xiamen University
01, 02, 04, 09, 10, 18, 20,11, 03, 16
50
Systematic random samplingWhy do we need systematic random sampling?Suppose the total number of a population consists of 900 students and you would like to select 30 students out of them as a random sample. Following the technique of simple random sampling, you need to spend a lot of time.
51
A brief table of random numbers
91567 42595 27958 3013404024863852988099730
46503 185841884549618 02304 51038 20655 58727
34914 63976 88720 82765 34476 17032 87589 40836
57491 16703 23167 49323 45021 33132 12544 41035
30405 83946 23792 14422 15059 45799 22716 19792
09983 74353 68668 30429 70735 25499 16631 35006
85900 07119 97336 71048 08178 77233 13916 47564
52
Procedures for systematic random sampling
Number all the subjects. Calculate the interval
The total number of the populationInterval =
The size of the sample
Choose the number to start with
53
A brief table of random numbers
91567 42595 27958 30134 04024 86385 29880 99730
46503 18584 18845 49618 02304 51038 20655 58727
34914 63976 88720 82765 34476 17032 87589 40836
57491 16703 23167 49323 45021 33132 12544 41035
30405 83946 23792 14422 15059 45799 22716 19792
09983 74353 68668 30429 70735 25499 16631 35006
85900 07119 97336 71048 08178 77233 13916 47564
54
674+30=704
674, 704, 734, 764, 794, 824, 854, 884, 14, 4
4, 74, 104, 134, 164, 194, 224, 254, 284, 314,
344, 374, 404, 434, 464, 494, 524, 554, 584, 6
14, 644
55
Stratified-random sampling
Why do we need stratified-random sampling?
Suppose there are 900 first-year students majoring in science in one national university. Among them, there are only 90 female students. Suppose you want to get a sample of 30 students in which males and females are balanced. If using systematic random sampling, the female students may be far less than 10%.
56
Procedures for stratified-random sampling
• Divide the students into subpopulations
• Extract a random sample from each
subpopulation by a systematic random
sampling.
57
Procedures for systematic random sampling
Number all the subjects. Calculate the interval
The total number of the population
Interval =
The size of the sample
Choose the number to start with
58
Task Three
Select a sample of 30 students out of the 900 students with males and females being evenly divided.
– Females: 90; males: 810– 15 out of the 90; 15 out of the 810 by a
systematic random sampling
90/15=6; 810/15=54
59
A brief table of random numbers
91567 42595 27958 30134 04024 86385 29880 99730
46503 18584 18845 49618 02304 51038 20655 58727
34914 63976 88720 82765 34476 17032 87589 40836
57491 16703 23167 49323 45021 33132 12544 41035
30405 83946 23792 14422 15059 45799 22716 19792
09983 74353 68668 30429 70735 25499 16631 35006
85900 07119 97336 71048 08178 77233 13916 47564
60
Task ThreeSelect a sample of 30 students out of the 900 students with males and females being evenly divided.
– Females: 90; males: 810
– 15 out of the 90; 15 out of the 810 by a
systematic random sampling
90/15=6; 810/15=54
56, 62, 68, 74, 80, 86, 92-90=2, 8, 12,
18, 24, 30, 36, 40, 46
61
A brief table of random numbers
91567 42595 27958 30134 04024 86385 29880 99730
46503 18584 18845 49618 02304 51038 20655 58727
34914 63976 88720 82765 34476 17032 87589 40836
57491 16703 23167 49323 45021 33132 12544 41035
30405 83946 23792 14422 15059 45799 22716 19792
09983 74353 68668 30429 70735 25499 16631 35006
85900 07119 97336 71048 08178 77233 13916 47564
62
Task ThreeSelect a sample of 30 students out of the 900 students with males and females being evenly divided.
–Females: 90; males: 810–15 out of the 90; 15 out of the 810 by a
systematic random sampling
90/15=16; 810/15=54
F: 56, 72, 88, 104-90=14, 30, 46, 62, 78, 94-90=4
20, 36, 52, 68, 84, 100-90=10
M: 674, 728, 782, 836-810=26, 80, 134, 188, 242,
296, 350, 404, 458, 512, 566, 620
63
Convenience samplingDespite our best efforts, it is often impossible to do
strict random sampling in our actual research
especially for individual researchers. Often,
instead of strict random sampling techniques, we
simply use convenience sampling, i.e. elements are
selected for the sample for the convenience of the
researcher. In other words, the researcher tends
to choose subjects that are readily available.
64
What needs to be considered in subject selection?
• A large sample size or a relatively small one?
• A random sample or a convenience sample?
• Longitudinal or cross-sectional?
65
A large sample size or a relatively small one?
Based on my understanding of the statistical
requirement, the smallest sample for a
survey is no less than 30 while a large
sample, is no less than 500. If your study
needs to compare two or three groups, then
each group requires to be no less than 30.
66
A random sample or a convenience sample?
• As a graduate student, you more often
than not cannot obtain a random sample
due to many practical constraints.
• For a convenience sample, you need to
decide on the procedures by which the
subjects are chosen.
67
For example, is your sample obtained on a voluntary-basis or based on the subjects’ L2 proficiency levels or through the teachers’ recommendation? Obviously, the subjects who voluntarily join the study won’t have any cooperation problem in data-collection but may be less representative because the students who volunteer are likely to be among the more motivated ones. Taking an intact class as a sample will be better than the volunteers if you want the study to be more generalizable.
68
Longitudinal or cross-sectional?• If a study is to detect changes or reveal
developmental patterns in certain variables, then the subjects need to be studied at several points of time. In this case, the subjects form a longitudinal sample.
• However, sometimes, the researcher cannot afford the time to follow up the same group of subjects for several years, you choose a cross-sectional sample in which the subjects who are selected from Year One through Year Four are studied only once.
69
Decide which random sampling technique will be better used in the following study:
In 1999, 180 students were enrolled in the School of Foreign Studies at Nanjing University. Among them, 70 were majoring in English, 25 in French, 24 in German, 26 in Japanese, 20 in Russian and 15 in Spanish. How can we get a representative sample of 30 to represent the 180 students?
70
English: 30 x 70/180 = 30x0.39 12
French: 30 x 25/180 = 30x 0.14 4
German: 30 x 24/180 = 30x0.13 4
Japanese: 30 x 26/180 =30x0.14 4
Russian: 30 x 20/180 = 30x0.11 3
Spanish: 30 x 15/180 = 30x0.08 2
71
English: 70 x 30 /180 = 70x0.17 12
French: 25 x 30/180 = 25x0.17 4
German: 24 x 30/180 =24x0.17 4
Japanese:26 x 30/180 =26x0.17 4
Russian: 20 x 30/180 = 20x0.17 3
Spanish: 15 x 30/180 = 15x0.17 2
29?
72
Homework • Try to examine the internal validity of items in the
questionnaire given and try to revise it. Next week, we will have a discussion on the questionnaire in a small class.
• Construct a questionnaire to answer your own research question. In addition to a complete questionnaire, you should also include the following information:
– one research question; what kind of information you would like to obtain; what kind of scaling techniques you would like to employ; what categories you plan to have.
– Please bring 6 copies to class next week.