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7/30/2019 Conducting an error gravity study for the Secondary School Teachers in evaluating a writing task
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North South University
Department of English
ENG 573: Research Methods in TESOL
SUMMER 2012
Research Paper
Conducting an error gravity study for the Secondary School Teachers in
evaluating a writing task
Submitted to:
MAHJABEEN HUSSAIN (MJn)Lecturer
Department of English
North South University
Submitted by:
SK. SHAFIQUR RAHMAN
ID: 121 1218 055
Date of Submission: 16th
August 2012
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A. Abstract:This study addresses the response of ESL (English as Second Learners) students error
gravity in both grammatical and writing forms to a naturally occurring sample of second
language writing in a secondary school teaching environment. Using a guided grammatical
scale protocol, the secondary school participants are led to participate a one-page essay that
is produced by the students whose first language is Bengali. The faculty evaluates the writing
holistically (on a scale from one to ten) and is invited to identify the most troublesome
errors. Results indicate that the scoring does not affect holistic scores; however, the English
faculties of secondary school do rate the composition differently. While qualitative analysis
demonstrates that, not surprisingly, individual editing styles among faculty are quite variable,
there is a tendency across faculty to edit semantic gaps as opposed to grammatical items. This
indicates a preference by the faculty to clarify content, a finding that supports prior research.
This study also includes the most frequent grammatical errors done by the secondary school
students, which help the English faculties to bear more concentration and the students self-
correction in a better writing skill achievement. The opinion through a bounded system case
study, a term originally coined by Louis Smith, results into a systematic way of giving
importance on particular grammatical parts and structures of meaningful writing skills. The
participants of this study are 5 secondary level students and 3 secondary level teachers. The
materials used in this study are- a case study followed by the researcher while evaluating
the students writing task; a class observation form filled by the researcher that gives a
description of a grammar classroom, teaching skill in learning grammatical items, materials
used by the teacher in a grammar teaching class room, different types of learners and
teachers cooperation with them; 3 questionnaires filled by the secondary level teachers that
give their opinion in importance of grammar in a writing task. Through this procedure, we
hope to reach the result of the study that gives us an identification of teaching grammar
according to its seriousness that improves the secondary school students writing task.This
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study of error gravity for the secondary school teachers will be beneficial for TESOL while
teaching and evaluating writing skill.
B. Motivation for the research:When I was at class eight, in our English language class, our English teacher tasked us to
write a 250-word composition on Climate Change as a home work. I wrote the composition
and gave it to my home tutor for a previous evaluation, and he scored my composition six out
of ten, and showed me some correction of my writing and advised me some grammatical and
textual units.
The next day, I submitted my original uncorrected script of the composition to my course
teacher and he scored my paper eight out of ten. Then I surprised and a question turning
around my brain that why the same script getting different scores. By then, I planed upon an
idea, and I again submitted the same uncorrected paper to the same course teacher of my
school after four months, and that time he scored my paper six out of ten.
Then I understood there are no rules of scoring writing. Scoring writing goes through a
holistic approach. As it is called impressionistic scoring, writing creates different impressions
to different people at different time.
For the tradition of evaluating writing ability in second language learning, I plan an action
research to develop an error gravity frequency table of evaluating a writing task for the
secondary school teachers so that the scoring in a writing task can be done analytically in a
context of different test givers, period and kind.
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C. Purpose of the research: To make an error gravity frequency measurement table through a case study by
doing an action research
To get an idea of the writing ability of the secondary school student To attain a comparison between what is being learnt to the students and to what extent
they are competent in learning grammar through live observation as a part of class
room observation
To what extent CLT is helping secondary school students learning of particulargrammatical items
D. Research questions:1. What is the difference between mistake and error?2. What types of errors are considered most serious by the Secondary School English
Teachers?
3. What is the degree of seriousness in error making among the high school students intheir writing tasks?
4. What are the levels of giving marks of the high school English teachers to theirstudents considering the errors in writing skill?
5. What are the respective expectations of the high school English teachers in makingcorrect and meaningful sentences in a Second Language Learning environment?
6. What is the level of learning grammar among the high school students in a SecondLanguage Learning environment?
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E. Literature Review:'Error' is made unconsciously and corrected by the same person who has made the 'error'.
Error is in the level of performance; however, 'mistake' is because of the lack of knowledge.
Therefore, mistake is in the level of competence. None of the above is intentional. 'Fault' is
completely different from these two. It is because of being careless or doing something
intentionally, in this case the person who had done the fault has to be blamed.
In a well-known experiment, mistakes made by Greek secondary-school children were shown
to Greek teachers of English, British teachers of English and British non-teachers. Members
of each group graded the mistakes on a scale from 1 (least serious) to 5. Interestingly, the
mistakes which the Greek teachers regarded as most serious were often those that troubled
the native speakers least, and vice-versa. Some examples, with the average grading given by
the Greek teachers (GT) and the British non-teachers (BN):
*We agreed to went to the cinema by car. (GT4.6; BN2.2)
*We didnt knew what had happened. (GT4.4; BN1.8)
*Dizzys from the wine we decided to go home. (GT4.2; BN2.1)
*The people are too many so and the cars are too many. (GT3.0; BN4.3)
*The bus was hit in front of. (GT2.6; BN4.3)
*There are many accidents because we have not brought (meaning broad) roads. (GT2.4;
BN4.1)
The native speakers generally gave higher marks to mistakes, which impeded their
understanding: discussing the reasons for their assessments, many mentioned intelligibility.
The non-native teachers seemed more disturbed by infringements of common grammar rules;
in discussion, they referred frequently to basic mistakes. They seemed most upset by the
fact that learners continued to break rules which had been taught at an earlier stage of the
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course, and which they should therefore have mastered. They were effectively teaching
grammar because it was there. (Hughes and Lascaratou 1982)
Grammar can be reassuring and comforting. In the convoluted landscape of a foreign
language, grammar rules shine out like beacons, giving students the feeling that they can
understand and control what is going on. Although this feeling is partly illusory (structural
competence only accounts for a proportion of what is involved in mastery of a language),
anything that adds to learners confidence is valuable. However, the security-blanket aspect
can lead students and their teachers to concentrate on grammar to the detriment of other less
modifiable but equally important aspects of the language. People often regard grammar as a
single interconnected system, all of which has to be learnt if it is to work properly. This is an
illusion. Grammar is not something like a car engine, where a fault in one component such as
the ignition or fuel supply can cause a complete breakdown. It is more realistic to regard
grammar as an accumulation of different elements, some more systematic than others, some
linked together tightly or loosely, some completely independent and detachable. We teach
or should teachselected subsystems, asking for each: 1) How much of this do the students
know already from their mother tongue? (A German speaker, unlike a Japanese learner,
knows the main facts about English article use before his/her first lesson.) 2) How much of
the rest is important? 3) How much of that have we got time for? To try to teach the whole
system is to ignore all three of these questions. Where grammar is given too much priority,
the result is predictable and well known. Course books become little more than grammar
courses. Students do not learn English: they learn grammar, at the expense of other things
that matter as much or more. They know the main rules, can pass tests, and may have the
illusion that they know the language well. However, when it comes to using the language in
practice they discover that they lack vital elements, typically vocabulary and fluency: they
can recite irregular verbs but cannot sustain a conversation. (As J K Jerome put it a century
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ago, few people care to listen to their own irregular verbs recited by young foreigners.) Such
an approach is also psychologically counterproductive, in that it tends to make students
nervous of making mistakes, undermining their confidence and destroying their motivation.
(Michael Swan, 2002)
Many approaches within second language research have presented insights into the intricacies
of native/non-native interactions; one of those has been broadly termed the study of error
gravity. This type of research has aimed to establish hierarchies of error types so that
language teachers might focus on areas of grammar and pronunciation judged by native
speakers to be most disruptive to communication. Measures of comprehensibility,
acceptability, and naturalness are among the constructs used to assess sensitivity to particular
L2 errors.(Rifkin & Roberts, 1995)
Using an error evaluation approach, error gravity hierarchies have been investigated for
second and foreign language classes in English (Johansson, 1978; Khalil, 1985; Sheorey,
1986; Santos, 1987;Tomiyana, 1980);. In most of this research, isolated spoken or written
sentences or contrived prose passages have been used as stimuli. Such studies have provided
useful insights into native speaker perception of errors in L2 writing, but the approach, which
often presents only one error per sentence carrier, may only partially capture a realistic
evaluation of L2 performance. In order to help composition instructors had better prepare
their learners, we argue for the importance of assessing response to L2 error in a more
naturalistic manner. Rather than asking native writers to evaluate L2 errors in terms of
abstract concepts such as acceptability or comprehensibility, a naturalistic performance by the
evaluator (i.e., marking and editing any error they perceive) holds the potential to produce a
more realistic accounting of response to L2 writing. In the current study, we aim to more
approximate actual evaluation of and response to L2 writing by asking university faculty to
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holistically grade and then edit an actual composition written by a student for whom English
is not a native language.
F. Method and Materials:1. Classroom observation: (Appendix C)
Target institution: Rajuk Uttora Model College Target population: Students of class nine Target subjects: students of class nine and their English Language faculty Observer: The Researcher Goals of observation: number of students in an English language classroom;
Evaluation of efficacy of grammar and semantic materials provided by the course
teacher; Practice session that helps the practical use of taught grammar materials
and its effectiveness in the researchers case study materials
Procedure: live observation, notes and logs of the researchers, the researchersparticipation with the student activity, feedback
2. Questionnaire for the English language faculty (Appendix B) Likert scales, Guttman scaling and scaled questions is followed to achieve
leading questions; and highbrow, complex , irritating and negative questions
are kept out of the questionnaire
Questionnaires are associated with class room observation, case study materialsand interviews with individual respondents;
Validity, reliability, lack of redundancy, repetition, independence of items,irrelevant information are maintained;
Little explanation, giving free choice, few verbal links and independentopinions are given importance;
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As a secondary school English language faculty, the teachers academic,professional and non-academic achievements will be considered as ones level of
proficiency
Sex and age are identified in a separate option in the questionnaire
3. Case study: Step 1: 5 students of class nine are given a blank A4 paper; they write an essay
on the give topic mentioned on the top of the paper; the course teacher evaluates
them and identifies the errors with circles using red ball-point pen; and on the
pointed box of the paper the course teacher gives his/ her comments; As students
are reluctant to give their name on the paper, they are identified as participants-
P1, P2, P3, P4 and P5; among them P1 and P2 are female and the rest P3, P4
and P5 are male
Step 2: The researcher counts the particular errors for each paper with countablefrequency and give his opinion on the comment box. (Appendix A: Case
Study)
G. Procedure: Classroom observation
1. Notes and logs of the researchers: Number of the students in the classroom: 42
Materials used by the teacher: A grammar book- A Practical English Grammarby
Thomson and Martin; Several work shits for pair work in classroom participation
Topics discussed by the teacher: Complex sentence structures; Linkers and the use of
linking words and Use of punctuation
Tasks for the students: Teacher gives several work shits to pin point the errors in a
complex sentence, Fill in the blanks with linking words and editing punctuation marks
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Evaluation of the task: Teacher observes the pair work situation and calls for the
correct answers
2. live observation: Classroom environment: Well- lighted large classroom
Response of the students: Some hyperactive students ask questions and teacher helps
them
Cooperation of the teacher with the students: Teacher cooperates with the learners
Teacher-student mutual understanding: well
Handling of weaker students: Teacher knows his weaker students and takes care in
classroom participation willingly
3. Follow-up and paper selection process: Teacher asks students to write anessay on Traffic Congestion and its Possible Solution and tells me to collect
five papers among them, I selected 2 hyperactive learners, 2 shy learners and
one weak learners paper by the suggestion of the teacher for my Case Study
procedure. Among them, two are female and three are male.
Case study:Teacher collects the five papers, identifies the errors with red pen, and scores them. The
following table shows some details of the five participants.
Table- G1
Participants Category Scores (out of
ten)
Sex
P1 Hyperactive 08 Female
P2 Shy 07 Female
P3 weak 05 Male
P4 Shy 08 Male
P5 Hyperactive 07 Male
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Identifying errors: the researchers activity:
Each 0 presents for each error in the frequency column. Based on the total number
of frequency, degree of seriousness is identified.
Table-G2
Grammatical
Errors
Error Frequency Total
number of
frequency
Degree of
seriousness
Subjectverb
agreement
P1- 00
P2- 000
P3- 0000
P4- 0P5- 000 13
o Not seriouso Alrighto Serious
Very serious
Use of tense P1- 0
P2- 0
P3- 000
P4- 0
P5- 00
8
o Not seriouso Alrighto Serious Very serious
Word order P1-
P2- 0
P3- 0
P4-P5- 0
3
o Not serious Alrighto Seriouso Very serious
Spelling mistake P1-0
P2-00
P3-00000
P4-00
P5-0
11
o Not seriouso Alrighto Serious Very serious
Use of determiner P1-0
P2-0
P3-00
P4-0
P5-0
6
o Not seriouso Alrighto Serious Very serious
Use of capitalization P1-
P2-
P3-0
P4-
P5-
1
o Not serious Alrighto Seriouso Very serious
Correct position of
adverb
P1-
P2-0
P3-0
P4-00
P5-00
6
o Not seriouso Alrighto Serious Very serious
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Punctuation P1-0
P2-0
P3-00
P4-00
P5-00
8
o Not seriouso Alrighto Serious Very serious
Period (.) P1-P2-
P3-0
P4-
P5-
1
o Not serious Alrighto Seriouso Very serious
Comma (,) P1-0
P2-0
P3-0
P4-00
P5-00
7
o Not seriouso Alrighto Serious Very serious
Hyphen (-) P1-
P2-
P3-P4-
P5-
0
o Not serious Alrighto Seriouso Very serious
Quotation mark ( ) P1-
P2-
P3-
P4-
P5-
0
o Not serious Alrighto Seriouso Very serious
Direct and indirect
sentences
P1-
P2-P3-
P4-
P5-
0
o Not serious
Alrighto Seriouso Very serious
Passive sentences P1-
P2-0
P3-0
P4-
P5-
2
o Not serious Alrighto Seriouso Very serious
Incorrect idiomatic
expressions
P1-
P2-
P3-P4-0
P5-
1
o Not serious Alrighto Seriouso Very serious
Antecedents of
pronouns
P1-
P2-0
P3-0
P4-
P5-0
3
o Not seriouso Alright Seriouso Very serious
Use of appropriate
linkers in making
complex sentences
P1-0
P2-0
P3-00
P4-0P5-0
6
o Not seriouso Alright Seriouso Very serious
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Redundancy P1-
P2-
P3-
P4-0
P5-0
2
o Not serious Alrighto Seriouso Very serious
Parallel structure P1-P2-0
P3-0
P4-0
P5-
3
o Not seriouso Alright Seriouso Very serious
Appropriate
prepositions
P1-0
P2-00
P3-000
P4-0
P5-00
9
o Not seriouso Alrighto Serious Very serious
Semantics P1-
P2-P3-0
P4-
P5-
1
o Not serious Alrighto Seriouso Very serious
Questionnaire for the English language faculty:In L2 learning situation writing skill is mostly dependent on grammatical accuracy. Three
secondary school teachers give their opinion on the importance of grammar learning in
building up successful writing skills answering different questions of the questionnaire. This
particular procedure relates researchers case study results with the opinion of the related
faculty members.
Questionnaire query results-
1. Do you think learning grammar according to its importance in a writing task isnecessary in a secondary school L2 learning environment?
o 3 teachers say- yes2. Which type of scoring do you prefer in a writing task evaluation?
o 2 prefer holistic and 1 prefers analytical scoring3. Do you think errors in semantics are more important than grammatical mistakes?
o 2 say they are equally important, one says no
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4. What kind of classroom environment do you prefer to teach grammar in a teacher-student cooperation group task?
a) Large (50 students) b) small (10 students) c) medium (25 students)o Two prefers large classroom and one, medium
5. Do you think scores should be given on the correct use of grammar in a writing task?a) Yes b) No c) there are other facts
like:..
o Two sayyes and one says there are other facts like: total meaningOpinion of the teachers:
1. Only grammatical accuracy comes first in scoring a writing tasko Two say agree and one, disagrees
2. The writing should only convey meaning / follow semantics where grammaticalerrors are not given importance
o Two say disagree and one, strongly disagrees3. Grammar and semantics go side by side
o Two say agree and one, strongly agrees4. Subjectverb agreement is the prime rule of grammar
o Three say strongly agree5. Punctuation problem can be considered at the secondary school level
o Two say neutral and one, agrees6. Must have the knowledge of tense at the secondary school level
o Two say strongly agree and one, agrees7. Must have the knowledge of capitalization at the secondary school level
o Two say agree and one stays neutral8. Spelling mistakes at the secondary school level can be considered
o Two say agree and one, strongly agrees9. Must have the knowledge of word order at the secondary school level
o Two say agree and one stays neutral10. Writing skill reflects the total skill of grammar and meaning
o Three say strongly agree
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H. Analysis:Through Classroom observation procedure, we see grammatical error gets importance in
writing task. In the provided work shit for classroom task, students practice pin pointing error
so that they can find grammatical error in their writing. Among the selected five participants
of the writing test, there is a mixture of different categories of learners- hyperactive, shy and
weak so that I can get different types of error in their writing.
According to the degree of seriousness in Table-G2, we find that most frequent
grammatical errors are- subject-verb agreement, use of tense, spelling mistake, Use of
determiner, correct position of adverb, punctuation (comma), appropriate prepositions. P1
and P4 score highest (8 out of 10) and their frequency of error is quite high in these very
serious area than other areas.
0
2
4
6
8
10
12
14
Most frequent errors
very serious
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Arithmetic mean of the scores is (8+7+5+8+7)/5= 7
Median of the scores is (5,7,7,8,8)=7
Mode of the scores is 7 and 8
Therefore, in this test, 7 is an ideal score.
As, P2 and P5 both score 7. According to Table-G2, Most frequent error of P2 and P5 is in
Subject- verb agreement. That is under very serious in the degree of seriousness.
In the questionnaire, the degree of satisfaction table shows that under opinion no 4. ,Subject-
verb agreement is the prime rule of grammar , 3 teachers of secondary school strongly
agree with it. Therefore, the case study data that we get from the students and the
opinion # 4 of the questionnaire that we get from the teachers meet at a point that
subject- verb agreement is the most frequent error in a writing task.
From the teachers expectation- What are the qualities of a good writing?-
1. Proper form; less grammatical error; meaning of a sentence should be clear2. Less grammatical error3. Less grammatical error; proper form and meaning
From the questionnaire, teachers common expectation is less grammatical meaning.
0
1
2
3
4
5
6
7
8
9
P1 P2 P3 P4 P5
Scores of the participants
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I. Results of the research:1. What types of errors are considered most serious by the Secondary School English
Teachers?
subject-verb agreement, use of tense, spelling mistake, Use of determiner, correctposition of adverb, punctuation (comma), appropriate prepositions
2. What is the degree of seriousness in error making among the high school students in theirwriting tasks?
subject-verb agreement3. What are the levels of giving marks of the high school English teachers to their students
considering the errors in writing skill?
From the questionnaire, Q#2, two teachers prefer with holistic and one analyticalmarking system.
4. What are the respective expectations of the high school English teachers in makingcorrect and meaningful sentences in a Second Language Learning environment?
Less grammatical error5. What is the level of learning grammar among the high school students in a Second
Language Learning environment?
As the most frequent grammatical error is Subject-verb agreement and theteachers expectation Subject-verb agreement is the prime rule, the level of
learning grammar among the high school students is at the beginner level.
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References:
Hughes, A. and C. Lascaratou. (1982). Competing Criteria for Error GravityEnglish Language Teaching Journal, 36/3, 175182.
Johansson, F. (1978).Studies of error gravity: Native reactions to errors produced bySwedish learners of English.Gothenburg Studies in English 44. Gothenburg, Sweden:
Acta Universitatis Gothoburgensis.
Khalil, A. (1985). Communicative error evaluation: Native speakers evaluation andinterpretation of written errors of Arab EFL learners. TESOL Quarterly, 19(2), 335
351.
Rifkin, B., & Roberts, F. D. (1995). Error gravity: A critical review of researchdesign, Language Learning, 45(3), 511537.
Swan, Michael. In Methodology in Language Teaching, ed. Richards and Renandya,CUP 2002, pp.148152)
Sheorey, R. (1986). Error perceptions of native-speaking and non-native-speakingteachers of ESL.ELT Journal, 40(4),306312.
Santos, T. (1988). Professors reactions to the academic writing of nonnative-speaking students. TESOL Quarterly, 22(1),6990.
Tomiyana, M. (1980). Grammatical errors communication breakdown. TESOLQuarterly, 14(1), 7179.
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Appendix A: Case Study
This study is on purpose of a research project named conducting an error gravity study
for the Secondary School Teachers in evaluating a writing task. The researcher is an MA
in TESOL student ofNorth South University and this study is a part of his research work.
The researcher is asking your kind cooperation and giving his words that all the personal
information will be kept secret.
Traffic Congestion and its Possible Solution
Name: Sex: male / female
Mark obtained:
Teachers Comment:Thank you for your nice cooperation
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Identifying errors: the researchers activity
Grammatical
Errors
Error Frequency Total
number of
frequency
Degree of
seriousness
Subjectverb
agreement
o Not seriouso Alrighto Seriouso Very serious
Use of tense o Not seriouso Alrighto Seriouso Very serious
Word order o Not seriouso Alrighto Seriouso Very serious
Spelling mistake o Not seriouso Alrighto Seriouso Very serious
Use of determiner o Not seriouso Alrighto Seriouso Very serious
Use of capitalization o Not seriouso Alrighto Seriouso Very serious
Correct position of
adverb
o Not seriouso Alrighto Seriouso Very serious
Punctuation o Not seriouso Alrighto Seriouso Very serious
Period (.) o Not seriouso Alrighto Seriouso Very serious
Comma (,) o Not seriouso Alrighto Seriouso Very serious
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Hyphen (-) o Not seriouso Alrighto Seriouso Very serious
Quotation mark ( ) o Not seriouso Alrighto Seriouso Very serious
Direct and indirect
sentences
o Not seriouso Alrighto Seriouso Very serious
Passive sentences o Not seriouso Alrighto Seriouso Very serious
Incorrect idiomatic
expressions
o Not seriouso Alrighto Seriouso Very serious
Antecedents of
pronouns
o Not seriouso Alrighto Seriouso Very serious
Use of appropriate
linkers in making
complex sentences
o Not seriouso Alrighto
Seriouso Very serious
Redundancy o Not seriouso Alrighto Seriouso Very serious
Parallel structure o Not seriouso Alrighto Seriouso Very serious
Appropriate
prepositions
o Not seriouso Alrighto Seriouso Very serious
Semantics o Not seriouso Alrighto Seriouso Very serious
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Appendix B: Questionnaire for the English language faculty
Questionnaire
On
Conducting an error gravity study for the Secondary School Teachers in evaluating a
writing task
Dear Respondent,
I am Sk. Shafiqur Rahman, student of MA in TESOL, North South University
Bangladesh. I would be grateful if you could spare a few minutes to complete this
questionnaire. The researcher is asking your kind cooperation and giving his words that all
the personal information will be kept secret.
(Please answer all the questions correctly and for any query ask to surveyor)
Name:Gender: Male/Female
Faculty position: ..
Academic, professional and non-academic achievements
Please tick the appropriate answer:
6. Do you think learning grammar according to its importance in a writing task isnecessary in a secondary school L2 learning environment?
a) Yes b) No(If Yes then answerthe questions)
7. Which type of scoring do you prefer in a writing task evaluation?a) Analytical b) Holistic c) Other
8. Do you think errors in semantics are important than grammatical mistakes?a) Yes b) No c) Equal
9. What kind of classroom environment do you prefer to teach grammar in a teacher-student cooperation group task?
b) Large (50 students) b) small (10 students) c) medium (25 students)10.Do you think scores should be given on the correct use of grammar in a writing task?
b) Yes b) No c)there are other facts like:..
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Please mark () the appropriate box to indicate your degree of satisfaction.
Opinions Strongly
agree
Agree Neutral Disagree Strongly
disagree
1. Only grammatical accuracycomes first in scoring a writing
task
2. The writing should only conveymeaning / follow semantics
where grammatical errors are not
given importance
3. Grammar and semantics go sideby side
4. Subject verb agreement is theprime rule of grammar5. Punctuation problem can be
considered at the secondary
school level
6. Must have the knowledge oftense at the secondary school
level
7. Must have the knowledge ofcapitalization at the secondary
school level
8. Spelling mistakes at thesecondary school level can be
considered
9. Must have the knowledge ofword order at the secondary
school level
10.Writing skill reflects the totalskill of grammar and meaning
What are the qualities of a good writing? :
7/30/2019 Conducting an error gravity study for the Secondary School Teachers in evaluating a writing task
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Signature: ........................................ Date: .............
Appendix C: Classroom observation
1. Notes and logs of the researchers: Name of the faculty: Number of the students in the classroom: Materials used by the teacher: Topics discussed by the teacher: Tasks for the students: Evaluation of the task:
2. live observation: Classroom environment: Response of the students: Cooperation of the teacher with the students: Teacher-student mutual understanding: Handling of weaker students:
3. The researchers participation with the student activity:4. Feedback: