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S5_EXPOSICIÓN_1

This document outlines a qualitative research study on reading and writing difficulties faced by primary school students learning English in a bilingual public school in Ecuador. It emphasizes a constructivist paradigm, focusing on the subjective experiences of students and teachers, and proposes a case study approach for in-depth exploration. Ethical considerations and a visual representation of the research framework are also included to guide the study's methodology.

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4 views4 pages

S5_EXPOSICIÓN_1

This document outlines a qualitative research study on reading and writing difficulties faced by primary school students learning English in a bilingual public school in Ecuador. It emphasizes a constructivist paradigm, focusing on the subjective experiences of students and teachers, and proposes a case study approach for in-depth exploration. Ethical considerations and a visual representation of the research framework are also included to guide the study's methodology.

Uploaded by

josueonofre36
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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FACULTY OF EDUCATION

PEDAGOGY FOR NATIONAL AND FOREIGN

LANGUAGES ONLINE

AUTHORS:

Montoya Carchi Erick Tomas

COURSE:

ENGLISH: THRESHOLD B1

SUBMISSION DATE:

Friday 04, May, 2025

INTAKE:

April - July 2025

MILAGRO-ECUADOR
Qualitative Research on Reading and Writing Difficulties in English Language Teaching

Step 1 – Topic Selection and Contextualization

Topic: Reading and Writing Difficulties in English Language Learning

Context: Primary school students (ages 7–9) in a bilingual public school in Ecuador.

Reading and writing difficulties in English among primary students are common in bilingual
settings. These challenges include limited vocabulary, poor phonemic awareness, and difficulty
in spelling or composing coherent sentences. Since these difficulties are closely tied to
learners’ individual experiences, language backgrounds, and educational environments, a
qualitative approach is ideal to explore how students perceive and experience these
challenges (Creswell & Poth, 2018). This approach enables researchers to understand the
deeper, contextual factors affecting language acquisition.

Step 2 – Epistemological Foundation and Paradigms

Epistemology:
Qualitative research is grounded in the belief that knowledge is subjective and context-
dependent. Knowledge is co-constructed through the interaction between the researcher and
participants. In our study, understanding reading and writing difficulties requires exploring the
perspectives of students and teachers within their specific learning environment. This enables
the emergence of meaning rather than the verification of hypotheses (Lincoln et al., 2018).

Paradigm:
We adopt the constructivist paradigm, which emphasizes that reality is constructed through
human experience and interaction. Constructivism focuses on understanding how learners
make sense of their reading and writing processes and how their environment (e.g.,
classroom support, teacher strategies) shapes those experiences. The key characteristics of
this paradigm include:

• Emphasis on meaning-making.

• Recognition of multiple realities.

• Prioritization of participants' voices (Denzin & Lincoln, 2023).

Step 3 – Approaches and General Guidelines

Approach:
We propose using a case study approach, which allows an in-depth exploration of reading and
writing difficulties in a real-life educational context. A small group of students struggling with
these skills will be observed and interviewed. This method is appropriate because it focuses on
understanding a complex phenomenon within a specific setting, aligning with our research
goal (Merriam & Tisdell, 2016).

General Guidelines:
Our qualitative study will follow these key principles:

• Flexibility in design, allowing adjustments as data emerge.

• Focus on participants’ perspectives, particularly students and teachers.


• Iterative data collection, involving classroom observations, student work samples, and
semi-structured interviews.

• Rich description to capture the complexity of the educational context.

Step 4 – Ontology and Axiology

Ontology:
From a qualitative standpoint, reality is not singular. There are multiple realities shaped by
personal and cultural experiences. In this study, each student’s experience with reading and
writing in English represents a unique construction of reality. For example, a student with
Spanish as a first language may struggle differently than one with a more bilingual background.
These individual realities must be acknowledged and interpreted (Schwandt, 2020).

Axiology:
Values and ethics play a central role. The researcher must respect the participants'
experiences, ensuring that their voices are heard and that findings are represented fairly.
Ethical considerations include:

• Informed consent from students' guardians.

• Confidentiality and anonymity.

• Respectful interpretation of data without imposing bias.

• Empathy and non-judgmental stance during interviews and observations (Tracy,


2020).

Step 5 – Synthesis and Visual Representation

Our research integrates the following qualitative foundations:

• Epistemology: Knowledge is constructed through shared understanding between


participants and researchers.

• Paradigm: Constructivist paradigm guides our focus on individual meaning-making.

• Approach: Case study design helps us explore the issue deeply in one school context.

• Ontology: Recognizes multiple lived realities of reading and writing challenges.

• Axiology: Researcher values influence the study; ethics and respect for participants are
essential.

Visual Representation (Infographic or Conceptual Map)


We recommend creating a simple diagram with five connected bubbles:

1. Topic in the center: Reading and Writing Difficulties in EFL

2. Epistemology: Subjective, context-based knowledge

3. Paradigm: Constructivism → meaning-making, participant-centered

4. Method: Case Study → in-depth analysis of specific students

5. Ethics/Ontology: Respecting multiple realities and ethical conduct

Step 6 – Group Presentation Summary


In our oral presentation, we will address the following:

1. Topic and Rationale: Reading and writing issues are key barriers in primary English
language learning, best understood through students' experiences.

2. Epistemological Foundation and Paradigm: Knowledge is context-specific;


constructivism enables exploring the personal meaning of reading and writing in a
bilingual setting.

3. Methodological Approach: A case study provides the flexibility and depth to


understand this complex issue.

4. Ontology and Axiology: Each student's challenges reflect a unique reality; ethical
practices ensure integrity and respect throughout the process.

5. Visual Summary: A diagram will connect the main qualitative concepts to our topic,
showing their coherence.

References

• Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing
Among Five Approaches (4th ed.). SAGE Publications.

• Denzin, N. K., & Lincoln, Y. S. (2023). The SAGE Handbook of Qualitative Research (6th
ed.). SAGE Publications.

• Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2018). Paradigmatic controversies,


contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The
SAGE Handbook of Qualitative Research (5th ed.). SAGE Publications.

• Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and
Implementation (4th ed.). Jossey-Bass.

• Schwandt, T. A. (2020). The Sage Dictionary of Qualitative Inquiry (4th ed.). SAGE
Publications.

• Tracy, S. J. (2020). Qualitative Research Methods: Collecting Evidence, Crafting


Analysis, Communicating Impact (2nd ed.). Wiley-Blackwell.

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