Designing and Evaluating an Educational Innovation, Using K-W-L Strategy for the Trial
International Journal of Language and Linguistics
Volume 7, Issue 3, May 2019, Pages: 119-137
Received: Apr. 26, 2019; Accepted: May 30, 2019; Published: Jun. 10, 2019
Views 145      Downloads 29
Author
Tran Thi Thanh Dieu, Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, Viet Nam National University Ho Chí Minh City, Ho Chí Minh City, Vietnam
Article Tools
Follow on us
Abstract
This is a case study of innovation through action research to introduce the ỉmprovement based on changing from traditional way to a kind of communicative approach to teach reading comprehension in class. With the description of the 5-step innovation, starting with (1) Discovering problem, and analyzing reasons; (2) Choosing A suitable strategy for trial; (3) The Preparation for implementing the strategy; (4) The Implementing the innovation and monitoring its progress; (5) The analysis of findings and Evaluating the innovation, mainly using Problem-solving model with a Normative re-educative strategy, it is a kind of selective contact change, which can be the illustration for the process of doing a research into the innovation in education. The aim of this study is to change students’ thinking about reading in class to make them interested in reading and improve their extra-activity of extensive reading. Until now the innovation somewhat has a little success. The trial focuses on the importance of the schema in comprehension especially in reading process. The hypothesis is that the KWL strategy: (a thinking-reading process) will help students to change from negative to positive attitude towards reading, to increase their reading time inside as well as outside the classroom in order to improve their reading skill. Analysis of the experimental and survey data indicated that students who received the treatments made lots of progress in reading skill as well as changed from negative to positive attitude towards reading. This article should be combined with the article “Trying K-W-L Strategy on Teaching Reading Comprehension to Passive Students in Vietnam”. International Journal of Language and Linguistics USA. ISSN 2330-0221, 2013, also written by Tran Thi Thanh Dieu, PhD, with detailed description of the trial. From this innovation it is concluded that more researches should be carried out to find out how to use this strategy effectively to make students accustomed to applying this method for their extra activities on extensive reading outside the classroom.
Keywords
Educational, Innovation, K-W-L Strategy, Formative Evaluation, Summative Evaluation, Trial
To cite this article
Tran Thi Thanh Dieu, Designing and Evaluating an Educational Innovation, Using K-W-L Strategy for the Trial, International Journal of Language and Linguistics. Vol. 7, No. 3, 2019, pp. 119-137. doi: 10.11648/j.ijll.20190703.14
Copyright
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
References
[1]
Holliday A. (1997). Cambridge Language Teaching Library. Appropriate Methodology and Social Context. UK: CUP.
[2]
Renandya W. A., George M Jacobs, & Colin Davis. (1999). Successful strategies for Extensive Reading. Singapore: SEAMEO Regional Language Center.
[3]
Trần Thị Thanh Diệu. (2013). Trying K-W-L Strategy on Teaching Reading Comprehension to Passive Students in Vietnam. International Journal of Language and Linguistics USA. ISSN 2330-0221.
[4]
Morris P. (2005). Innovation [Lecture Notes]. Melbourne: Victoria University, Faculty of Human Development.
[5]
Halland D. R. & Hewings A. (2001). Innovation in English Language Teaching, A Reader. London and New York: London and New York in association with Macquarie University and The Open University.
[6]
Markee N. (1997). Managing Curricular Innovation. UK: CUP.
[7]
White, R. V. (1998). Language Curriculum Design: Process and Managament. In The ELT Curriculum; Design, Innovation and Management (pp. 113–135). Oxford: Blackwell.
[8]
Achersold & Field. (1997). From reader to reading teacher. UK: CUP.
[9]
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18 (1), 32-42.
[10]
Grotjahn, R. (1987). On the methodological basic of introspective method. Krings, H. P.
[11]
Chandrasegaran A, Willy A Renandya & Jack C Richards. (2002). Intervening to help in writing prose. Singapore: SEAMEO Regional Language Center.
[12]
Barker, George C. (1951). Growing up in a Bilingual community. USA: The Kiva 17. 17-32.
[13]
Brogan M. (2004) Research Methodology [Lecture Notes]. Melbourne: Victoria University, Faculty of Human Development.
[14]
B. R. Sundaraa Rajan. (2003). Testing for Language Teachers. Singapore: SEAMEO Regional Language Center.
[15]
Chitra V. (1997). Some Classroom Strategies (Developing Critical Literacy Awareness)" Students' attitude towards Reading Text, Vol 35 No 3, July - September 1997 Page 24, viewed january 13 04.
[16]
Christine C. M. Gob. (2002). Teaching listening in the language classroom. Singapore: SEAMEO Regional Language Center.
[17]
Dale T. Griffee & Nunan D. (1997). Classroom Teachers and Classroom research. Japan: Association for Language Teaching, Tokyo.
[18]
Erafini F. S. (2002). Classroom Reading Assessment. Heinemann Portsmouth, NH.
[19]
Farell T. S. C., Renandya W, A. & Jack C. Richards. (2002). Planning lessons for a Reading class. Singapore: SEAMEO Regional Language Center.
[20]
Foley J, Thompson L. (2003). Language Learning. UK: OUP. Inc.
[21]
Foley J. (2003). Grammar in Discourse [Lecture Notes]. Singapore: SEAMEO Regional Language Center.
[22]
Fromkin V, Roadman, Collins & Blairs. (1990). An Introduction to Language. Australia: Second Australian Edition.
[23]
Fromkin V, Roadman R, Hyams N. (2003) An Introduction to Language. USA: Seventh American Edition.
[24]
Griffee D. T. & Nunan D. (1997). Classroom Teachers and Classroom research. Tokyo, Japan: The Japan Association for Language Teaching.
[25]
HCMC University of Pedagogy. ELT Methodology [Lecture Notes]. (1995). Vietnam: HCMC University of Pedagogy.
[26]
Hadley G. (2003). Action Research in Action: Singapore: SEAMEO Regional Language Center.
[27]
Hatch E, Lazaraton, A. University of California. (1991). The Research Manual Design and Statistics for Applied Linguistics. Boston: Heinle & Heinle Publishers A Division of Wadsworth, Inc Boston, Massachusetts 02116.
[28]
Homan Y, (2000). Musashi Institute of Technology. Building Schema in a Reading Class, viewed jan 13 04.
[29]
Hughes H. (2003). Testing for Language Teachers. UK: CUP.
[30]
Hughes A.. (2002). Testing for Language Teachers. UK: CUP.
[31]
Kent Bach & Robert Hamish M. (1979).. Linguistic Communication and Speech Acts. USA: Mltpress.
[32]
Lee S. McKay. (2007). The Reflective Teacher: A Guide to Classroom research. Singapore: SEAMEO Regional Center of Singapore.
[33]
Lewis M., Renandya W. A. & Richards J. C. (2002). Giving feedback in language class. Singapore: SEAMEO Regional Center of Singapore.
[34]
Lin B.. (2003). Language Testing [Lecture Notes]. Singapore: SEAMEO Regional Language Center.
[35]
Lin B. (2003). Language Acquisition [Lecture Notes]. Singapore: SEAMEO Regional Language Center.
[36]
Namara T. Mc. (2000). Language Testing. UK: OUP Oxford.
[37]
Natalie H. (2001). Cambridge Handbooks for Language Teacher, series Editor Penny Ur. Teaching Large Multilevel Classes. UK: CUP.
[38]
Pearson A., & Raphael'. (1993). Teaching Reading to English Language Learners: A Reflective Guide. USA: Corwin Press.
[39]
Poedjsoedarmo G. (2003). Teaching pronunciation why, what, when, and how. Singapore: SEAMEO Regional Language Center.
[40]
Poedjsoedarmo. G (2003). Teaching listening and speaking [Lecture Notes]. Singapore: SEAMEO Regional Language Center.
[41]
Renandya W. A., George M Jacobs,. (1997). Teaching Reading & Writing. Singapore: SEAMEO Regional Language Center.
[42]
Renandya W. A. (2003). Research Methodology [Lecture Notes]. Singapore: SEAMEO Regional Language Center.
[43]
Richard C. Anderson & James W. Pichert. (1997). Recall of previously unrecallable information - Following a shift in perspective. University of Illinois at Urbana-Champaign.
[44]
Richards J. C, & Farrell T. S. C. (1997). Proffessional Development for Language teacher. Cambridge language Education.
[45]
Richards J. C, &, Renandya W. A. (2003). Methodology in language teaching. UK: CUP.
[46]
Rudder M. E.. (1999). Eliciting Student-Talk", Vol 37 No 2, April - June 1999, viewed january 13 04
[47]
SEAMEO Regional Language Center. (2003). Research Methodology. Singapore: SEAMEO Regional Language Center.
[48]
Seameo Regional language Center. (2003).. Language Acquisition: Social & Psychological Dimension Singapore: SEAMEO.
[49]
The University of Melbourne. (2003). Assessment in the Language Classroom-Reading. [Guidebook]. Melbourne: The university of Melbourne, Faculty of Education, Department of Language, Literacy and Art Education.
[50]
University of Social Science and Humanities. (2000). Item Analysis for classroom Test [Reference Materials, pp. 85-154]. Vietnam: University of Social Science and Humanities.
[51]
Wilfredo S. (1995). Construct Validity in Reading Tests - Schema theory, Vol 33 No 1, January - March 1995 Page 49, viewed jan 13 04.
[52]
Weissberg R. & Buker S. (1990). Writing up research. Englewood Cliffs, NJ: Prentice Hall Regents.
[53]
http://dosfan.lib.uic.edu/usia/E-USIA/forum/vols/vol35/no3/p24.htm
[54]
http://dosfan.lib.uic.edu/usia/E-USIA/forum/vols/vol37/no2/p24.htm
[55]
[56]
http://exchanges.state.gov/forum/vol/vol35/No3/p24.htm#author235
[57]
URL:
ADDRESS
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
U.S.A.
Tel: (001)347-983-5186