The effects of asking referential questions on the participation and oral production of lower level language learners in reading classes

Download

index.pdf

Date

2010

Author

Özcan, Seda

Metadata

Show full item record

Item Usage Stats

573
views

233
downloads

This study aims at investigating the effect of asking referential questions on the oral participation and production of lower level language learners in reading classes. The main purpose of the study is to inquire whether the reticence of lower level language learners to participate in lessons due to their poor language ability could be overcome by asking questions that require their opinions and comments, rather than solely answering questions to display their comprehension. For this purpose an action research was conducted in a lower level preparatory class at Izmir University of Economics over a 4-week period. This action research included a preliminary investigation stage to discover the reasons for low level of participation in these classes and to come up with a hypothesis to solve the problem, and 3 reading lessons to test the hypothesis. During those 3 lessons students were exposed to both display and referential questions and the number of students and responses were calculated for both question types to collect quantitative data. In addition, the mean lengths (in words) of students’ responses to display and referential questions were calculated to find out the differences of students’ responses in terms of length between display and referential questions. The analysis of quantitative data indicates that lower level language learners participate more when asked a referential question. Additionally, referential v questions engender longer responses compared to the responses given to the display questions.

Subject Keywords

General social sciences., English language teaching.

URI

http://etd.lib.metu.edu.tr/upload/12612079/index.pdf
https://hdl.handle.net/11511/19691

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

The Perceptions of pre-service ELT teachers on different modes of peer feedback and its relation to teacher efficacy / İnce, Burtay Hatice; Aksu, Meral; Department of Curriculum and Instruction (2016) The purpose of this study was to find out the perceptions of pre-service ELT teachers on different modes of feedback (i.e. written and oral peer feedback) and its relation to teacher efficacy. For this reason, a mixed-method design was used in order to answer different research questions. EFL Teacher Efficacy Scale (ETES) was used in order to find out efficacy levels of pre-service teachers before and after they were given different modes of peer feedback. E-journals and semi-structure group interviews were...
The relationship between english instructors’ negotiation strategies and personality traits Gürsel, Gülistan; Yemenici, Alev; Department of English Language Teaching (2009) This study aimed at investigating the relationship between English instructors’ negotiation strategies to handle conflicts in the FLE classroom and personality traits. Two scales which consist of a demographic inventory, two questionnaires and a semi structured interview were developed by the researcher. The first scale consists of “Rahim Organizational Conflict Inventory II (ROCI II)” and “Eyesenck Personality Inventory (EPI). The results of these questionnaires were analyzed by SPSS 15.0. This data gather...
The Relationship between students' preference for written feedback and improvement in writing : is the preferred one the best one? Kağıtcı, Burçin; Hatipoğlu, Çiler; Department of English Literature (2013) This study aimed to investigate a) which type of written feedback (direct feedback or use of error codes) university prep-school EFL students with elementary level of proficiency prefer to receive on their written texts, b) whether or not the (mis)match between students’ preferences and received feedback affect their level of improvement in writing, and c) to what extent the students’ previous writing experience affect their preference for the type of written feedback. In order to determine the students’ pr...
The role of lexical cohesion in L2 reading comprehension Bayraktar, Hasan; Enginarlar, Hüsnü; Department of Foreign Language Education (2011) This study aimed at discovering the role of lexical cohesive links in L2 reading comprehension. For this purpose, the researcher carried out lexical cohesion analysis of two TOEFL reading tests consisting of six texts. First, prior to the reading comprehension tests, the students were administered “a vocabulary familiarity task”. Second, the TOEFL reading tests were administered to fifty upper-intermediate and advanced level EFL students at Middle East Technical University, Ankara, Turkey. Third, after each...
An investigation into the implementation of alternative assessment in the young learner classroom Çetin, Lynn Marie Bethard; Özbek Gürbüz, Nurdan; Department of English Language Teaching (2011) The purpose of this study was to explore and develop a better understanding of the implementation of alternative assessment in the young learner classroom. This in-depth, qualitative study focuses on teachers’ practices and beliefs, as well as the student perspective and the role of alternative assessment in the instructional process. Case studies were carried out on nine different English language teachers and their use of alternative assessment strategies and tools over a six month period in their first, ...

Citation Formats

S. Özcan, “The effects of asking referential questions on the participation and oral production of lower level language learners in reading classes,” M.A. - Master of Arts, Middle East Technical University, 2010.