Teaching English in Saudi Arabia: A Case Study of Descriptive Grammar - Action - Research Proposal Example

?Running Head: Action Research Proposal Action Research Proposal [Institute’s Table of Contents Table of Contents 2 Introduction 3 Research Questions 3 Reflection of Research Questions 3 Methodology 4 Participants & Materials 4 Data Collection & Analysis 5 Outcomes & Significance 6 Annotated Bibliography 8 Introduction With globalization and advancements in the field of information and technology, the world has turned into a small global village, where entire human race has come under one linguistic connection that is of English language (Al-Osaimi, 2010). Unfortunately, “teaching of English as a foreign language is always difficult, as it comes to the regions, where English has an extremely inadequate function it turns out to be further essential as well as conscientious to educate and become skilled at it” (Al-Zaid, 1982). Research Questions In particular, the researcher will put efforts on the below mentioned research statement during the action research: “Teaching English in Saudi Arabia: A Case Study of Descriptive Grammar” Reflection of Research Questions Particularly, I have endeavored to identify research questions that will be beneficial for both students, as well as will be in accordance with Christian worldview that affects personal teaching practice. During selection of research questions, it was an attempt to ensure greater number of opportunities for students to think more critically about descriptive grammar, as it relates more with Christian worldview of humans having the ability to reason. In addition, I will often put efforts to make students uncomfortable in terms of confronting them with situational questions; will be a way of stretching students to come out of their thinking boxes that will open up their minds and outcomes will be more efficient. Moreover, in my teaching practices, and particularly, in identified research questions for this action research project, I will be focusing on larger principles of descriptive grammar rather than details of the grammatical units, as I will want the students to acquire skills for implementing the learnt knowledge rather than considering it as only a topic (Long, 2009). For instance, it will be very imperative for students to learn that there is no existence of right language or wrong language from the perspective of descriptive grammar contrary to prescriptive grammar (Hommady, 2011). Acquisition of such understanding will be possible with application of learnt knowledge in conversations rather than in tests. Methodology Participants & Materials For the proposed action research, I have chosen students of Grade VII of an elementary secondary school. Particularly, participants will include twenty-four students of Grade VII that will be distributed in a group of six, resulting in four groups in the class. In addition, I will choose the students on random basis; however, their distribution of groups will be based on their previous results of English language test that will help me in identifying impact of methodology on different groups of students based on their abilities and skills. Besides participants, materials will include a handout based on 3-2-1 chart that is as follows: 3 THINGS YOU FOUND OUT: 2 INTERESTING THINGS: 1 QUESTION YOU STILL HAVE: Abovementioned chart will help me in evaluating progress of the students in different groups. Particularly, at the end of the action research, students will be required to fill out the chart in which, they will try to indicate three things that they learnt during the session along with indicating two any interesting things that they felt or found during the proposed action research. These two things can either be related about descriptive grammar and can be about different group activities that will be part of the proposed action research. Lastly, the chart will ask them to write down one question that they still have about the descriptive grammar. This section will help me in planning subsequent sessions to enhance and improve understanding of learners. Data Collection & Analysis I have focused enormously on analysis and evaluation part that will be qualitative in this project. In this regard, I will ensure that evaluation strategies will be facilitating students in acquiring a Christian worldview rather than acquisition of only facts and information. In addition, I will be putting efforts in helping them to answer core queries. Particularly, my analysis strategy will heavily be based on collaboration. Inspired from my Christian worldview, I will encourage students to get involved in group discussions and make use of learnt grammatical skills that will help me in evaluating the students, and at the same time, evaluate and analyze outcomes of my teaching strategy as well. As indicated earlier, group activities will be significant in my proposed action research that will include challenges for students based on tough queries encouraging them to make choices and model their own sentences based on the learnt grammatical skills. In addition, I will be stressing more on understanding part rather than emphasizing only on memorization. In other words, tests will not take greater part of my action research, and there will be more opportunities of application of knowledge through discussions and group activities. However, besides group learning, I have an understanding that every student learns in a different and diverse manner, and thus, it will be very imperative to analyze learning process of each student differently. For this reason, I will be conducting individual interviews that will include critical questions for each learner that will help me in acquiring an understanding about their progress, and at the same time, will facilitate me in evaluating my own instructional strategies that will be beneficial during planning of future classes. I believe that every student is owner of little or more creativity. On this basis, I will make sure that I offer learning of descriptive grammar in the most creative manner rather than instructing them traditionally. Outcomes & Significance It is anticipation that the proposed action research will help students in acquiring basic knowledge about descriptive grammar (Wallace, 1998; Endley, 2010), and subsequently, will be helpful in improving their written English skills that indicates significance of the proposed action research. In addition, I believe that group discussions and collaboration activities will facilitate students in enhancing their social skills, and at the same time, will be beneficial in understanding the grasping level of each student individually. Moreover, if the improvement level will be in positive side, the selected methodology will play the role of a paradigm for teaching particularly, descriptive grammar, and generally, language skills. Furthermore, it is anticipation that the proposed action research on the mentioned statement will be supportive in understanding the impact of selected methodologies that it will brought in different aspects of students’ learning. In other words, results of the proposed action research will allow me in understanding the efficacy of selected methodology in the role and status of instructional strategies for teaching English language. Annotated Bibliography Al-Osaimi, S. (2010). Beliefs about Second Language Learning: a study of Adult Learners and Their Teachers in Saudi Arabia. Saarbrucken: LAP LAMBERT Academic Publishing. The abovementioned book deals with the beliefs and attitudes related to the learning of second language, and that will be English language in the case of proposed action research. The author has discussed different aspect of second language learning, particularly in the context of Saudi Arabian education system that will be very helpful in understanding perceptions and identifying effective instructional strategies for teaching descriptive grammar in Saudi Arabia. Although the author has covered Arabian language; however, the perceptions and beliefs discussed will be very helpful in this project. Al-Zaid, A. M. (1982). Education in Saudi Arabia: A model with difference. New York: Tihama. The author has discussed different aspects of education system in Saudi Arabia, especially the components that are different from other education systems globally. In this regard, this book will be very resourceful during this action research. Although the book is very old, however, it will be helpful in understanding the fundamental basis and paradigms that are still governing language learning principles in the country. Endley, M. J. (2010). Linguistic perspectives on English grammar: A guide for EFL teachers. Charlotte, NC: Information Age Publishing Inc. This book is one of the most important resources that will be very critical in deciding success or failure of the proposed action research. One of the major reasons of such an importance of this source is due to its focus on English grammar from linguistic perspective that is also subject matter of the proposed action research. In this regard, Dr. Endley’s work will be very beneficial in understanding the role of EFL/ESL teachers, as well as the role that students or learners have to play in this process. Hommady, K. (2011). Teaching English Culture to Students Learning English in Saudi Arabia. Saarbrucken: LAP LAMBERT Academic Publishing. Hommady’s book is also a resourceful asset for this proposed action research. The book includes perspectives and experiences of teachers that were involved in teaching English as a foreign language. Importantly, the book includes successful approaches that have already been used by various teachers and educators, and therefore, the book will play an important role in understanding impact of successful approaches in Saudi Arabian context. Long, M. H. (2009). The Handbook of Language Teaching. New York: John Wiley & Sons. This is another resourceful asset that will facilitate me in carrying out the proposed project in the most efficient manner. It is an effort of international team that includes work related to language teaching along with examples of teachers globally that will be very beneficial during the project. The handbook includes different approaches and strategies, and most importantly, their relation with social and political paradigms that is a unique aspect of this book. Wallace, M. J. (1998). Action research for language teachers. New York, NY: Cambridge University Press. An important book that will facilitate me in understanding the principles of systematic teaching that will be essential during the action research project. The book includes instructions, opinions, and guidelines on different ways and approaches to carry out a professional project successfully, and therefore, the book will be very useful in implementing the project successfully. An interesting part of the book is ‘personal review’ section that includes experiences of teachers that will be very significant in understanding different issues in diverse situations. Read More