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Chapter Three METHODOLOGY
3.0 Introduction
The aim of this research was to probe the process of RT instruction on an EFL young learner’s reading fluency development and attitudinal changes toward English learning. Since the research was conducted to investigate an individual’s process of reading fluency development and changes of learning motivation through observation, a longitudinal case study was implemented to serve the purpose of this research (Nunan, 1992). Based on the definition from Longman Dictionary of Language Teaching & Applied Linguistics, a case study refers to a more in-depth study on aspects of behaviors. For instance, a child’s language development over a long period of time could be the topic of a case study. Hence, by means of using this method, more detailed and intensive information could be collected.
This section was divided into four subsections, including the introduction of the participant and his learning context, procedures of the RT intervention, instruments for data collection, and finally data analysis.
3.1 The Participant and Context
3.1.1 The Participant
The characteristic of qualitative research is to select the cases purposefully, which means the cases should be information-rich enough for the depth of study
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(Patton, 2002, p. 46). The reason for choosing fewer cases is because the study focuses on the deep understanding of an individual’s process of reading fluency development (Glesne & Peshkin, 1992).
The participant in this case study was an eleven-year-old boy, Kevin, whose name was pseudonymous for ethical concerns. Kevin was a fifth grader at a public elementary school located in an urban area of Taipei City. This school is a small-sized school, containing around 40 classes in total. The participant was selected because of the following two reasons.
First of all, participants of qualitative study should be information-rich enough to do in-depth research (Patton, 2002, p. 46). Kevin was a low achiever in English.
Students who joined the remedial English class were usually the least proficient students in each class. Before entering the remedial English class, students had to take a test that was easier than the one administered in regular English courses. The test included basic vocabulary, common colloquial expressions, and pronunciation. Kevin got about a 50% grade on the test. Since the aim of the study was to examine how young learners’ English oral reading fluency develops, choosing students with a basic proficiency level would have been more helpful to determine the process and critical changes that influenced them. Hence, Kevin, who was in the beginning level of English proficiency, was an ideal choice.
Secondly, the characteristic of qualitative research is to select the cases
purposefully (Patton, 2002, p. 46). Kevin usually slept and was absent-minded during English classes. However, he was chosen as one of the candidates to join the English Drama club at school, because he was good at acting. Most of the time, students in the
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English Drama club were high achievers in English. Although Kevin’s English ability was far behind other students, he showed great interests and involvements in the English Drama club. The researcher then found his uniqueness in terms of his drastically attitudinal contract toward learning English between the regular classes and the English Drama club. Besides, as a low achiever, it was special that most of the time he was able to catch up with other students while reading the scripts and acting out his character. Therefore, the researcher was interested in studying his English oral reading ability and attitudinal changes in Readers Theater.
3.1.2 The Context
Students in the school received three English courses each week. Two were regular classes, one was reading class, and each of them lasted for 40 munities.
Students started their English courses in first grade. Students who failed to catch up with the regular schedule received an extra two English courses on Mondays as remedial lessons.
The teaching and learning objectives in the English remedial classes are different from those in the ordinary classes. According to the Guidelines of Grade 5 Remedial Curriculum announced by MOE, students are expected to learn simple phonics,
vocabulary, and common expressions. For instance, they should recognize consonants, five short vowels, and CVC structures in phonics. They should be able to recognize, speak, and spell at least 108 basic vocabulary words. On top of that, they also had to understand and apply common expressions like How old are you? and classroom English like May I go to the restroom?
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Most students in remedial classes often lacked interest and confidence within the realm of English learning. Hence, in addition to the cognitive teaching goals, teachers of remedial English classes were expected to adopt creative and various teaching methods and materials, including songs, chants, storybooks and so forth to arouse students’ interests. There were no fixed materials and schedules in remedial English lessons. Teachers often reviewed lessons of regular English textbooks in the first 40 minutes, and then did extra activities and used supplementary materials in the remaining 40 minutes. In this study, students received review lessons during the first period, and RT instructions during the second phase of remedial lessons.