Ppt thesis mora_rosa_sacapalanayeli
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This thesis project examines the benefits of an internship at a Self-Access Center (SAC) for English pre-teachers and students. The objectives are to identify positive and negative effects on pre-teachers, see the impact pre-teachers have on students, and determine how beneficial the internship is. Research questions address effects of the internship, techniques used in speaking corners, impact of teacher-student age differences, teacher preparation, and differences in attitudes by major. Variables studied are English levels, majors, techniques, and teaching experience. Data will be collected through interviews, observations, and surveys.
Ppt thesis mora_rosa_sacapalanayeli
- 1. THESIS PROJECT ELT STUDENTS’ INTERNSHIP IN THE SELF ACCESS CENTER (SAC): BENEFITS OF THE PRE-TEACHERS AND PERCEPTIONS OF THE STUDENTS WHO ATTEND SAC. Students’ name: Mora Ángeles Rosa Guadalupe Sacapala Ficachi Nayeli Supervisor’ s name: Mariza Méndez López Type of research:Qualitative
- 2. OBJECTIVE(S) 1.-The objective of this thesis is to identify the positive and negative effects for students of ELT who are doing their internship in the Self Access Center 2.- Another objective is to see the impact the pre- teachers have over the students who attend the SAC. 3.-The last objective is to see how beneficial is for pre-teachers to do their internship there and for the students who regularly attend the SAC to
- 3. RESEARCH QUESTIONS RQ 1. Does it have a positive effect doing the internship in the SAC? RQ 2. What techniques do the pre-teachers use when they plan speaking corners? RQ 3. Do the students who attend the SAC learn better with pre-teachers of the same age? RQ 4. Do they feel that pre-teachers are well- prepared? RQ 5. What are the differences in attitudes towards learning English across majors?
- 4. VARIABLES OF THE STUDY 1) The English level of the students who are doing their internship at the SAC. Not all of them have the same knowledge and performance, although most of them are taking the same English course.
- 5. 2) The English level of the students who attend the SAC. The ones with an introductory level need an instructor who can help them to improve their speaking skills. On the other hand, some other students have an advanced level and if they feel that the person in charge of the speaking corner does not have an advanced level, they will not help them to improve their skills.
- 6. 3) The different majors of the students who attend the SAC. Some of the students are less interested in English and do not want to participate in the speaking corners because English is only a compulsory subject for them for the reason that they are from different majors.
- 7. 4) Techniques and methods used in the speaking corners. According to the degree program at English Language Teaching of the Universidad de Quintana Roo, by fifth semester, ELT students have already studied about the different theories and methodologies of education; in this case, they will be making use of that knowledge in order to provide successful speaking corners and good tutorials since they are now in seventh semester.
- 8. 5) Teaching experience of ELT students doing the internship. Some students start working as teachers when they are studying the first semesters of the major. In these cases, it is easier for them to face a group of students than for inexperienced students who are starting from scratch this experience.
- 9. Literature Review In order to do this research, we would like to point out some information related to the topic and some interesting findings about self-access centers, the relationship between students and teachers, some experiences of beginning teachers and the methods and strategies used by them when planning their classes.
- 10. Method In this project, we are going to base our results in several instruments which are open- interviews, surveys and observations. The participants will be students who are doing their internship at the Self-Access Center in the University of Quintana Roo, campus Chetumal.
- 11. Participants The participants of our research have an English level between intermediate and advanced. Some of them have taught English before so we would like to compare the differences and similarities of this experience from both sides (the ones who have taught English before and the ones who have never done that).
- 12. Instruments or materials The data of this research will be collected through open interviews, classroom observations and a survey to be answered by the students who attend speaking corners at the Self-Access Center. - The open interviews will be for the students doing their internship at the SAC. - Observations refer to attend the speaking corners of these students at different levels and see which methods and techniques are used by them. - The survey will be focused on what the students who attend the SAC think about the students who help them in their self-learning activities at the SAC.
- 13. Procedure In order to have reliable results, we are planning to observe pre-teachers of the Self-Access Center (SAC) in the University of Quintana Roo because we want to see what techniques the pre-teachers apply and how they manage the speaking corners. Also, we are going to do open interviews to six of the pre-teachers and ten students who attend the SAC. Also, we are going to use some surveys in order to measure the performance of the teachers and techniques used.
- 14. Data analysis This thesis will analyze the qualitative data through observations, recorded open-interviews and surveys; we are going to look patterns, differences and variations in the data in order to categorize the data.
- 15. REFERENCES Academia.edu (2012). An Investigation of Experienced and InexperiencedPrimary School Teachers’ Teaching Process in Scienceand Technology Classes in Terms of Metacognitive Strategies. Retrieved from http://www.academia.edu/1265178/An_Investigation_of_Experienced_and_ American Psychological Association (2012). Improving Students' Relationships with Teachers to Provide Essential Supports for Learning. Retrieved from http://www.apa.org/education/k12/relationships.aspx Cantún D. Solangel G. Learning strategies used by students of the university of Quintana Roo who study english at the language teaching center (CEI), Chetumal, Quintana Roo : El Autor, 2012.
- 16. REFERENCES Dörnyei, Zoltán. Motivational strategies in the language classroom, Cambridge: Cambridge University Press, 2001. Eggen, Paul D. Estrategias docentes : enseñanzas de contenidos curriculares y desarrollo de habilidades de pensamiento / Paul D. Eggen y Donald P. Kauchak, México : Fondo de Cultura Económica, 2009. Ellis, R. (1985). Understanding Second Language Acquisition. Oxford University Press.
- 17. REFERENCES Habash, Y., Gudiño, L. (2010). Causes of failure in the English courses from the students’ perspective: the case of the 2004 generation of the English Language Major at Uqroo. Hobson, A., Malderez, A., Tracey, L., & Kerr, K. (2005). Teachers’ experiences of initial teacher preparation, induction and early profesional development in England— does route matter?. Journal of Education For Teaching, 31(2), 133-135. doi:10.1080/02607470500127293. Retrieved from http://web.ebscohost.com/ehost/detail?sid=378c7b86-c1db-4878-b618-70e
- 18. REFERENCES IEEE Xplore (2012). A Study of the Effect of Self-access Center on Non-English Major Students' Listening Ability. Retrieved from http://ieeexplore.ieee.org/xpl/login.jsp? tp=&arnumber=5232505&url=http%3A%2F %2Fieeexplore.ieee.org%2Fxpls%2Fabs_all.jsp %3Farnumber%3D5232505 International Institute for Science, Technology and Education (2012). Students' Motivation for and Attitudes towards Self-Access Language Learning Centre. Retrieved from http://www.iiste.org/Journals/index.php/JEP/article/view /1163
- 19. REFERENCES Matos V. Sairy. Factors affecting the independent learning : the case of the B.A. in English Language Teaching, Chetumal, Quintana Roo : El Autor, 2002. McMurry, B, L., Tanner, M. W., & Anderson, N. J. (2010). Self-Access Centers: Maximizing Learners’ Access to Center Resources. Studies in Self-Access Learning Journal, 1(2), 100-114. Retrieved from http://sisaljournal.org/archives/sep10/mcmurry_tanner_a nderson/
- 20. REFERENCES Professional Growth Among Preservice and Beginning Teachers. Review of Educational Research Summer 1992 62: 129-169. Retrieved from http://rer.sagepub.com/content/62/2/129.short Richmond, V., Gorham, J., McCroskey, J. (1987). The Relationship between Selected Immediacy Behaviors and Cognitive Learning. En Instructional Communication. Torres, B. (2007). English Teaching Experience in an EFL Context.
- 21. REFERENCES Velasco A. Rafael A. Teaching writing experience in teachers of the language center of the university of Quintana Roo, Chetumal, Quintana Roo. : El Autor, 2010. Watkins, C., & Whalley, C. (1993). Mentoring beginner teachers--issues for schools to .. School Organization, 13(2), 10. Retrieved from http://web.ebscohost.com/ehost/detail?sid=adc434ad- b8a6-437e-9c03- 870292030ef3%40sessionmgr11&vid=1&hid=19&bdata=J mxhbmc9ZXMmc2l0ZT1laG9zdC1saXZl#db=a9h&AN=970 7033188