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Collabortive Pair Grouping 1
Collaborative Pair Grouping
&
First Language Deficient VESL Students
Jay P. Marlowe
JUT 2
Task 2
A Written Project Presented to the Faculty of the Teachers College
of Western Governors University
October 4, 2013
Collabortive Pair Grouping 2
Introduction
This task will address the following scenario: The Director of Vocational English as a
Second Language (VESL) at the Center for Employment Training (CET) has stated that
all students enrolled in a certified vocational training program at CET must either have a
high school diploma or its equivalent or be enrolled in CET’s General Education
Development (GED) program. Many of CET’s vocational students are also concurrently
enrolled in CET’s VESL program.
Upon completion of GED instruction, a student may take the GED exam, which covers
five subject matter areas. Upon passing this exam, the student will receive certification
of proficiency for grades K to 12 (US/Canadian high school level academic skills). The
exam is offered in both English and Spanish.
Problem Statement
Although the GED is offered in Spanish, much of the instruction, on the other hand, is
presented in English. Moreover, the academic form for Spanish and English is followed
during both the instruction and the testing for the GED. This becomes problematic for
some of the VESL students because many of them are deficient in their L1 (Blakeway,
2011). This is apparent because most of these students with L1 deficiencies in Spanish
come from rural areas in Mexico and Central America where formal education is both
limited and scarce (Balán, 2002).
Deficiencies in the L1 have a significant impact upon second-language learning (Levine,
2003). Students with L1 deficiencies will be overly challenged because the use and
understanding of both the academic forms of their L1 and second-language (L2) occur
Collabortive Pair Grouping 3
and are required during GED instruction and testing. These specific symptoms of L1
deficiencies include problems in understanding, speaking, writing and comprehension
errors or deficiencies when encountering the academic forms of both the L1 and L2
(Swain, Brooks & Tocalli-Beller, 2002).
Quantitative Research Scenario
Many CET VESL students are experiencing difficulty with the GED preparation material
that is being presented in both their L1 (Spanish) and L2 (English). Much of this is due to
their lack of exposure to a formal educational setting in their home country, which
makes their understanding of the academic form of their L-1 difficult. This deficiency in
their L1 prevents them from successfully completing the scheduled GED Preparation
modules contained within the GED preparation program.
Question: To what extent do VESL students who are deficient in their native Spanish
successfully complete scheduled GED preparation modules when collaboratively paired
with another VESL student who is proficient in Spanish?
Hypothesis: VESL students who are deficient in their native Spanish complete GED
preparation modules more successfully when collaboratively paired with another VESL
student who is proficient in Spanish.
Collabortive Pair Grouping 4
Goals and Importance
The goal of this study is to recognize the effectiveness of pair grouping in a
collaborative setting where its participants’ first language deficiencies prevent success
in a traditional, teacher driven lecture oriented environment.
It is important to recognize methods to enhance the students’ learning experiences in
ways that will allow them to more likely achieve success and attain fulfillment toward
their educational goals. Collaborative grouping has been effectively employed in most K
to 12 classroom settings. Moreover, peer grouping has been found to be an effective
scaffolding tool that warrants further study in an adult education environment where
lecture driven, teacher oriented instruction is the norm.
The Role of the Researcher
In quantitative research studies the role of the researcher should appear as transparent
as possible, allowing anyone to take the data and arrive at identical
conclusions/findings. Moreover, any interaction between the researcher and the
participants should remain administrative in nature, allowing the participants to act
independently as though the researcher were nonexistent. Any bias or subjectivity
should not exist in any quantitative study.
Accordingly, in this study the researcher will only interface with the CET instructors who
are administrating a five module GED block of instruction where data will be collected
from an end-of-module progress test. Each end-of-module test will be scored on a 0 to
100% basis.
Collabortive Pair Grouping 5
The Role of the Participants
In this study, there will be two types of participants: 1.) Active, and 2.) Inactive. The
active participants will include two groups of participants: 1.) VESL students who are
deficient in their native Spanish (L-1) who have been placed in a pair constructed
collaborative learning environment with another student who is proficient in Spanish,
and 2.) VESL students who are deficient in their native Spanish who have been placed in
an independent traditional teacher-driven, lecture oriented learning environment. The
inactive participants will be the CET VESL instructors who provide the instruction and
testing of GED Preparation blocks of instruction.
The CET VESL instructors will identify the VESL GED students who are deficient in their
native Spanish L1 through three separate writing assignments that will assess all VESL
students’ proficiency in Spanish. Each writing assignment will address the following
genre:
1.) Description
2.) Comparison and contrast
3.) Narrative.
A holistic rubric from the CET Language Proficiency Rubrics Series will be used to
identify students who are deficient in their native Spanish (Appendix A).
The VESL students whose rubric assessment was “Does Not Meet Expectations Range”
will be divided into two control groups: 1.) Collaborative Pairing, and 2.) Independent
traditional teacher-driven study.
Collabortive Pair Grouping 6
The VESL students whose rubric assessment was either “Meets Expectations Range” or
“Exceeds Expectations Range” will be paired in a collaborative setting with another
VESL student whose rubric assessment was “Does Not Meet Expectations Range.”
Students whose rubric assessment was “Meets Expectations Range” will participate in
the study only after all students whose rubric assessment was “Exceeds Expectations
Range” have been paired with students whose rubric assessment was “Does Not Meet
Expectations Range.”
During a five-week timeframe, CET VESL instructors will provide instruction in five
weekly scheduled modules of GED preparation. Upon the conclusion of each week’s
module instruction, CET VESL instructors will administer an end-of-module test for the
prescribed GED preparation block of instruction. The end-of-module test follows a
multiple-choice format with correct answers graded on a 0 to 100% basis. Results of
each end-of-module test will be forwarded to the researcher for data compilation.
Data Collection Method
The scores obtained from five end-of-module tests will be the method used for data
collection. Each test will be composed of approximately 20 multiple-choice questions
that have been pre-established in the official GED Preparation Program. All GED
preparation students will have been given a pre-established time to complete each
module’s test, which typically includes 25 to 30 minutes to complete. Again, time
limits/testing protocols have been pre-established within the official GED Preparation
Program.
The correct answers from each end-of-module test will be recorded on a 0 to 100%
basis. This will represent the data to be compiled.
Collabortive Pair Grouping 7
Instruments
Overall test scores from each end-of-module test will be the primary device used as a
measurement instrument. Data will be collected from each end-of-module test to be
compiled and used to represent the L1 deficient students’ overall performance in a five
module GED preparation block of instruction.
CET VESL GED instructors, as third-party informants, will be the group providing the
data from each end-of-module test. Five GED preparation end-of-module tests will be
used as performance instruments. Rating scales of 0 to 100% from each end-of-module
test will be used as a data collection instrument.
End-of-module tests will be used to measure performance, and item formatting for the
performance based end-of-module tests will include closed response, multiple-choice
questions.
Scores will be derived from the multiple choice questions and scored through a single
correct answer for each question. Scores will be reported, compiled and recorded on a 0
to 100% basis.
Norm referenced scoring will be used to compare the performance of L1 deficient
students working in pairs, compared to L1 deficient students working independently.
A major threat to the validity of assessment for my research is a loss of
subject/mortality variable that could occur when students who begin the five module
GED instruction dis-enroll from the program before completing all five blocks of
instruction. Accordingly, scores from these students will be included in each end-of-
module test that they complete. The overall assessment of the five module blocks of
Collabortive Pair Grouping 8
instruction will include these students’ scores. Combined scores from all participants will
be recorded on a 0 to 100% basis. Although the number of participants could vary
between each end-of-module test, a scoring of 0 to 100% will remain in place to weigh
overall performance.
Qualitative Research Scenario
Many CET VESL students are experiencing difficulty with the GED preparation material
that is being presented in both their L1 (Spanish) and L2 (English). Much of this is due to
their lack of exposure to a formal educational setting in their home country, which
makes their understanding of the academic form of their L-1 difficult. This deficiency
slows and often delays these students progress while successfully completing the
scheduled GED preparation modules contained within the GED preparation program.
While collaborative grouping is popular and can be found in most K-12 classrooms, most
colleges and universities, along with adult education classes, on the other hand, operate
within a teacher driven, lecture oriented environment where collaborative study is
restricted to outside the classroom or lecture Hall.
CET VESL students like their ELL K-12 counterparts enter the American educational
system with very little if any background in English. Furthermore, while most students
commence their higher education at the college or university level, they do so with a
full command of the English language, and consequently are more prepared to achieve
success in a teacher driven, lecture oriented environment.
Many adult VESL students with limited English proficiency are also deficient in their
native L1. Moreover, established research indicates that post-adolescent VESL students
are at a disadvantage compared with pre-adolescent elementary ELL students
Collabortive Pair Grouping 9
(Birdsong, 2006), who for the most part achieve SLA under collaborative learning
environments. Nevertheless, additionally more in-depth research shows that a modified,
more specialized ELL instructional approach will reduce the post-adolescent
disadvantage toward SLA (Levine, 2003). Because collaborative grouping has been
shown as an effective means for achieving SLA at the K-12 level, adult VESL students
who require a more specialized ELL instructional approach could also benefit under this
type of learning environment.
Indeed, the opportunity for VESL students to build confidence in smaller pair grouped
environments would also increase individual talk time, and when students are allowed
to interact with one another, they sense a level of control in their speech that lends
itself to building confidence while at the same time achieving more proficiency in both
their L1 and L2 (Johnson, 1995).
Furthermore, at the community college level where a great amount of ESL programs
exist, curriculum policy dictates that English instruction be designed to not only provide
English instruction but also prepare students for either associate or baccalaureate
study. Hence, in order to encourage future college study for all, as educators, we must
recognize ways that will enhance the students’ means for such study, and it is through
collaborative pair grouping where a more rapid rate of SLA could be actualized.
Research Question One: To what extent do VESL students’ views toward their
involvement in collaborative peer groups represent or impede the learning that is
essential for SLA?
Research Question Two: How do the CET VESL instructors’ views toward collaborative
peer grouping intersect with those of their VESL students?
Collabortive Pair Grouping 10
I believe that there could be a relationship between the VESL students’ views of
collaborative peer grouping coupled with their degree of immersion in these groups that
increase their contact with the linguistic input essential for accommodating a more
fruitful rate for SLA. Moreover, a more effective degree of SLA through collaborative
peer grouping will occur when the students’ views toward their participation mirror
those of their instructors.
Goals and Importance
The goal of this study is to identify how peer grouping in a collaborative setting can be
best employed when its participants have first language (L1) deficiencies that deter SLA
in a traditional teacher driven, lecture oriented environment.
It is important to recognize the means by which collaborative grouping enhances the
students’ learning experience while at the same time recognizing ways in which the
students can matriculate more quickly into a traditional lecture driven, teacher centered
learning environment.
The Role of the Researcher
In qualitative research, the researcher must recognize that the students and the
teachers who participant act independently in classrooms that are continuously
constructed in evolving and often changing environments and settings. Moreover, in
qualitative research such variables include teaching styles that vary from one teacher
to another. Accordingly, aside from the compilation of data where the actions of the
researcher occur apart from the actions studied of the participants, the researcher on
Collabortive Pair Grouping 11
the other hand, will often intercede by interacting with the participants as the research
proceeds.
As a researcher, I will need to interview each teacher participant in order to understand
individual teaching styles and current classroom environments. Accordingly,
observations of the classrooms must occur both before and after the research is
complete. Along with this, the researcher will interface with the CET instructors before,
during, and after they have conducted the five module GED blocks of instruction.
Researcher will observe the classroom at the beginning and toward the end of the five
module block of instruction. During these observations, an observation checklist will be
used to record both the students’ and instructor’s participation.
Observation Checklist
1. Does the instructor provide clear and understandable instructions for the task at
hand?
2. Are the rules and the procedures discussed?
3. Do students provide oral participation while a lesson’s procedures are outlined and
discussed?
4. Does the instructor ensure that all groups are actively involved in the task?
5. Does the instructor explain the usefulness and importance of the lesson?
6. Do the students react as though they understand the instructor and lesson
requirements?
7. Do the students exhibit a high level of enthusiasm for the assigned task?
Collabortive Pair Grouping 12
8. Do the students seek clarification from instructor?
9. Do the students employ prior knowledge?
10. Do the students scaffold in their L1?
11. Do the students employ a variety of skills such as reasoning, hypothesizing,
predicting, and intuitive reasoning?
12. Does the instructor hold each student accountable for individual tasks such as tests
and work submission?
13. Does a collaborative environment prevail in the classroom?
14. At the conclusion of the lesson, do the students and the instructor discuss and
reiterate the goals for the block of study?
15. Do the students and the instructor discuss their progress or need for remediation?
As a non-participant observer, data will be collected from standardized open-ended
questions during the student and instructor interviews. The overall purpose for the
interviews will be to discover the opinions, attitudes, and motivations of the students
and the instructors regarding collaborative pairing and English language learning.
The Role of the Participants
Collabortive Pair Grouping 13
In this study, there will be two types of participants: 1.) CET VESL instructors, and 2.)
VESL GED Preparation students who are deficient in their native Spanish L1.
Researcher will interview CET VESL instructors prior to the instruction of the five
modules of GED preparation in order to recognize not only the instructors’ teaching
style and classroom environment but also their expectations and experiences relating to
the teaching of GED preparation to students who are deficient in their L1. At the
conclusion of the five module instruction, instructors will again be interviewed in order
to identify any new experiences they encountered during the research timeframe. In
addition to any new experiences encountered, instructors will be asked to provide any
recommendations they feel could be incorporated in their and other instructors’
teaching styles and methods.
Students will be interviewed before and after the five module block of instruction
through a questionnaire that solicits open-ended responses to the following questions:
1.) In what ways have you found the learning of English difficult in a traditional teacher
driven, lecture oriented learning environment? 2.) In what ways do you feel that your
English instruction could be better improved? 3.) Have you ever studied in a
collaborative group environment?
Researcher will be provide students with an oral description of both collaborative group
learning and teacher driven, lecture oriented learning environments. In addition,
questions will be encouraged and answers will be provided during the oral description
presentation. Both the researcher and the instructors will discuss the procedures
followed in a collaborative pair group environment, and accordingly, the instructors will
coach the students how a pair group should function.
Upon completion of the five module block of instruction, both the teachers and the
students will be interviewed. Researcher will ask instructors to not only describe any
Collabortive Pair Grouping 14
new observations that occurred during the study but also any recommendations that
they feel could be included, as well as what they intend to incorporate into their
teaching styles and methods.
Students will be asked to describe what ways collaborative pairing improved or affected
their learning. In addition, students will be asked to describe how their teachers were
most effective.
The CET VESL instructors will identify the VESL GED students who are deficient in their
native Spanish L1 through three separate writing assignments that will assess all VESL
students’ proficiency in Spanish. Each writing assignment will address the following
genre:
1.) Description
2.) Comparison and contrast
3.) Narrative.
A holistic rubric from the CET Language Proficiency Rubrics Series will be used to
identify students who are deficient in their native Spanish (Appendix A).
The VESL students whose rubric assessment was “Does Not Meet Expectations Range”
will be divided into two control groups: 1.) Collaborative Pairing, and 2.) Independent
traditional teacher-driven study.
The VESL students whose rubric assessment was either “Meets Expectations Range” or
“Exceeds Expectations Range” will be paired in a collaborative setting with another
VESL student whose rubric assessment was “Does Not Meet Expectations Range.”
Students whose rubric assessment was “Meets Expectations Range” will participate in
Collabortive Pair Grouping 15
the study only after all students whose rubric assessment was “Exceeds Expectations
Range” have been paired with students whose rubric assessment was “Does Not Meet
Expectations Range.”
During a five-week timeframe, CET VESL instructors will provide instruction in five
weekly scheduled modules of GED preparation.
Instruments
Semi-structured interviews consisting of the below listed questions will delineate the
research to be studied. These questions will be open-ended in order to allow my
research to digress so as to track an idea or answer in more detail. The litheness of my
approach, when compared to structured interviews, will permit the detection and
expansion of information that is essential to the participants but may not have been
recognized beforehand as relevant to the research.
The student participants will be asked the following questions prior to the onset of the
five module block of instruction:
1.) In what ways have you found the learning of English difficult in a traditional
teacher driven, lecture oriented learning environment?
2.) In what ways do you feel that your English instruction could be better
improved?
3.) Have you ever studied in a collaborative study environment either inside or
outside the classroom? If so,
A.) Describe this environment.
B.) In what ways was this collaborative study beneficial?
Collabortive Pair Grouping 16
C.) In what ways did collaborative study hamper a more rapid rate of
learning?
The student participants will be asked the following questions upon completion of the
five module block of instruction:
1.) In what ways did the collaborative study improve your English skills?
2.) Do you feel that your acquisition of English occur much quicker? Or, did it
take more time than you feel is necessary to move through the instruction?
3.). Do you feel that your first language skills improved alongside your learning of
English?
4.) In what ways did you find your instructor most effective?
5.) In what ways did you find any your instructor’s presentations confusing?
6.) In what ways could your learning have been improved?
The CET VESL instructors will be asked the following questions prior to the five module
block of instruction:
1.) Have you ever employed collaborative group study in any of your classes?
2.) What methods have you found the most effective for teaching English?
During the pre-instruction interview, I will solicit as much information through questions
and observations as possible regarding the physical classroom teaching environment.
Upon completion of the five module block of instruction, instructors will be asked the
following questions:
Collabortive Pair Grouping 17
1.) In what ways did you find collaborative study most beneficial during your
instruction?
2.) Do you feel that students benefit more in a collaborative group environment?
3.) Could you explain how the students learning benefited or was hampered
during collaborative group study?
4.) In what ways could collaborative group study be improved in a VESL
classroom?
The purpose of the aforementioned interview questions will be to explain the
opinions, experiences, attitudes, and motivations of the students and instructors in
regards to collaborative group pairing and how it either improves or hampers English
language learning.
Triangulation
Validity during qualitative research is established when the data results are “true” and
“certain.” True results accurately reflect the problem for study, and certain results are
viewed as accurate when they are supported by evidence. Qualitative research employs
various triangulation methods in order to test and to confirm validity from multiple
perspectives (Patton, 2002).
In this study the researcher will conduct Data Triangulation in order to establish the
validity of the questionnaires.
Collabortive Pair Grouping 18
Triangulation sources: 1. Student interviews, 2. Instructor interviews, and 3.
Research observations.
The feedback from the questionnaires given to the students will be compared with the
feedback from instructors in order to establish areas of agreement as well as areas of
divergence. In addition, observations of the classroom during instruction will also occur
in order to recognize which actions within an observation checklist are employed by
both the students and the instructor. Conflicts could also be addressed through cross-
referencing. For example, students might assert that they learn better when the
instructor interfaces more with them in their L1. Instructors, on the other hand, might
express that their goal is to have the students interact more in the target L2, and one
means they feel for actualizing this is for them to model the L2 as much as possible
while in direct interaction with the students.
Triangulation in a qualitative study increases the researchers’ confidence in their data.
Moreover, triangulation creates innovative ways to understand the phenomenon,
reveals unique findings, challenges or integrates theories, and provides a much clearer
discernment of the problem (Thurmond, 2001).
Although some researchers criticize triangulation methods because its findings might
allege that a single definitive account for the phenomenon of study exists, other
researchers, on the other hand, contend that research confirmed under this method not
only adds depth but also increases the density to an inquiry. As such, triangulation
should be regarded as an effective tool for heightening the integrity and persuasiveness
of a research narrative (Denzin, 1970).
Action Research
Collabortive Pair Grouping 19
Action research is best conducted when one seeks to change a common practice were
problems endure. While various teaching methodologies exist, an action researcher
seeks to test one or more methodologies with one’s specific circumstance. While
acknowledging that solutions to other’s situations have merit, action researchers seek
to test their situation and its content in order to better understand their overall teaching
goal. In doing this, one can better analyze an existing practice in order to identify
specific elements to change (Cohen & Morrison, 2000).
Action Research Scenario
Many CET VESL students are experiencing difficulty with the GED preparation material
that is being presented in both their L1 (Spanish) and L2 (English). Much of this is due to
their lack of exposure to a formal educational setting in their home country, which
makes their understanding of the academic form of their L-1 difficult. This deficiency
slows and often delays these students progress while successfully completing the
scheduled GED preparation modules contained within the GED preparation program.
While collaborative grouping is popular and can be found in most K-12 classrooms, most
colleges and universities, along with adult education classes, on the other hand, operate
within a teacher driven, lecture oriented environment where collaborative study is
restricted to outside the classroom or lecture Hall.
Action Research Question: To what extent do the VESL students who are deficient in
their L1 improve their SLA when studying in a collaborative peer group environment?
Goals and Importance
Collabortive Pair Grouping 20
The goal of this study is to recognize the effectiveness of pair grouping in a
collaborative setting where its participants’ first language deficiencies prevent success
in a traditional, teacher driven lecture oriented environment.
It is important to recognize specific methods that enhance the students’ learning
experiences in ways that will allow them to more likely achieve success and attain
fulfillment toward their educational goals. Collaborative grouping has been effectively
employed in most K to 12 classroom settings. Moreover, peer grouping has been found
to be an effective scaffolding tool that warrants further study in an adult education
environment where lecture driven, teacher oriented instruction is the norm.
The Role of the Researcher
In action research, the researcher must recognize that the students and the teachers
who participant perform in classrooms that are continuously constructed in evolving and
often changing environments and settings. Moreover, in action research such variables
include teaching styles that vary from one teacher to another. Accordingly, aside from
the compilation of data, the researcher will observe the participants as the research
proceeds.
As a researcher, I will need to interview each teacher participant in order to understand
individual teaching styles and current classroom environments. Accordingly,
observations of the classrooms must occur both before and during the research. Along
with this, the researcher will interface with the CET instructors before, during, and after
they have conducted the five module GED blocks of instruction. During this study the
researcher will also interface with the CET instructors who, after each of the five
modules of GED Preparation will give their students an end-of-module test where its
Collabortive Pair Grouping 21
data will be scored on a 0 to 100% basis. Results from each of these five end-of-module
tests will be compiled in order to weigh not only the students’ learning but also the
instructors’ effectiveness in regards to the observations and interviews that were
garnered.
Researcher will observe the classroom at the beginning, during, and toward the end of
the five module block of instruction. During these observations, an observation checklist
will be used to record both the students’ and instructor’s participation (See Appendix B).
The Role of the Participants
In this study, there will be two types of participants: 1.) CET VESL instructors, and 2.)
VESL GED Preparation students who are deficient in their native Spanish L1.
Researcher will interview CET VESL instructors prior to the instruction of the five
modules of GED preparation in order to recognize not only the instructors’ teaching
style and classroom environment but also their expectations and experiences relating to
the teaching of GED preparation to students who are deficient in their L1. At the
conclusion of the five module instruction, instructors will again be interviewed in order
to identify any new experiences they encountered during the research timeframe. In
addition to any new experiences encountered, instructors will be asked to provide any
recommendations they feel could be incorporated in their and other instructors’
teaching styles and methods.
Students will be interviewed before and after the five module block of instruction
through a questionnaire that solicits open-ended responses to the following questions:
1.) In what ways have you found the learning of English difficult in a traditional teacher
driven, lecture oriented learning environment? 2.) In what ways do you feel that your
Collabortive Pair Grouping 22
English instruction could be better improved? 3.) Have you ever studied in a
collaborative group environment?
Researcher will be provide students with an oral description of both collaborative group
learning and teacher driven, lecture oriented learning environments. In addition,
questions will be encouraged and answers will be provided during the oral description
presentation. Both the researcher and the instructors will discuss the procedures
followed in a collaborative pair group environment, and accordingly, the instructors will
coach the students how a pair group should function.
Upon completion of the five module block of instruction, both the teachers and the
students will be interviewed. Researcher will ask instructors to not only describe any
new observations that occurred during the study but also any recommendations that
they feel could be included, as well as what they intend to incorporate into their
teaching styles and methods.
Students will be asked to describe what ways collaborative pairing improved or affected
their learning. In addition, students will be asked to describe how their teachers were
most effective.
The CET VESL instructors will identify the VESL GED students who are deficient in their
native Spanish L1 through three separate writing assignments that will assess all VESL
students’ proficiency in Spanish. Each writing assignment will address the following
genre:
1.) Description
2.) Comparison and contrast
Collabortive Pair Grouping 23
3.) Narrative.
A holistic rubric from the CET Language Proficiency Rubrics Series will be used to
identify students who are deficient in their native Spanish (Appendix A).
The VESL students whose rubric assessment was “Does Not Meet Expectations Range”
will be divided into two control groups: 1.) Collaborative Pairing, and 2.) Independent
traditional teacher-driven study.
The VESL students whose rubric assessment was either “Meets Expectations Range” or
“Exceeds Expectations Range” will be paired in a collaborative setting with another
VESL student whose rubric assessment was “Does Not Meet Expectations Range.”
Students whose rubric assessment was “Meets Expectations Range” will participate in
the study only after all students whose rubric assessment was “Exceeds Expectations
Range” have been paired with students whose rubric assessment was “Does Not Meet
Expectations Range.”
During a five-week timeframe, CET VESL instructors will provide instruction in five
weekly scheduled modules of GED preparation. Upon the conclusion of each week’s
module instruction, CET VESL instructors will administer an end-of-module test for the
prescribed GED preparation block of instruction. The end-of-module test follows a
multiple-choice format with correct answers graded on a 0 to 100% basis. Results of
each end-of-module test will be forwarded to the researcher for data compilation.
The scores obtained from five end-of-module tests will be the method used for data
collection. Each test will be composed of approximately 20 multiple-choice questions
that have been pre-established in the official GED Preparation Program. All GED
preparation students will have been given a pre-established time to complete each
module’s test, which typically includes 25 to 30 minutes to complete. Again, time
Collabortive Pair Grouping 24
limits/testing protocols have been pre-established within the official GED Preparation
Program.
The correct answers from each end-of-module test will be recorded on a 0 to 100%
basis. This will represent the data to be compiled.
Data Instruments
The action research instruments employed in this study contain three elements: 1.) End-
of-Module tests, 2.) Student and teacher interviews, and 3.) Researcher observations of
classroom, students, and instructors.
End-of-Module Tests. Overall test scores from each end-of-module test will be one of
the devices used as a measurement instrument. Data will be collected from each end-
of-module test to be compiled and used to represent the L1 deficient students’ overall
performance in a five module GED preparation block of instruction.
CET VESL GED instructors will provide the data from each end-of-module test. Five GED
preparation end-of-module tests will be used as performance instruments. Rating scales
of 0 to 100% from each end-of-module test will be used as a data collection instrument.
End-of-module tests will be used to measure performance, and item formatting for the
performance based end-of-module tests will include closed response, multiple-choice
questions.
Scores will be derived from the multiple choice questions and scored through a single
correct answer for each question. Scores will be reported, compiled and recorded on a 0
to 100% basis.
Collabortive Pair Grouping 25
Norm referenced scoring will be used to compare the performance of L1 deficient
students working in pairs, compared to L1 deficient students working independently.
A major threat to the validity of assessment for my research is a loss of
subject/mortality variable that could occur when students who begin the five module
GED instruction dis-enroll from the program before completing all five blocks of
instruction. Accordingly, scores from these students will be included in each end-of-
module test that they complete. The overall assessment of the five module blocks of
instruction will include these students’ scores. Combined scores from all participants will
be recorded on a 0 to 100% basis. Although the number of participants could vary
between each end-of-module test, a scoring of 0 to 100% will remain in place to weigh
overall performance.
Student and Teacher Interviews. Semi-structured interviews consisting of the below
listed questions will delineate the research to be studied. These questions will be open-
ended in order to allow my research to digress so as to track an idea or answer in more
detail. The litheness of my approach, when compared to structured interviews, will
permit the detection and expansion of information that is essential to the participants
but may not have been recognized beforehand as relevant to the research.
The student participants will be asked the following questions prior to the onset of the
five module block of instruction:
1.) In what ways have you found the learning of English difficult in a traditional
teacher driven, lecture oriented learning environment?
2.) In what ways do you feel that your English instruction could be better
improved?
Collabortive Pair Grouping 26
3.) Have you ever studied in a collaborative study environment either inside or
outside the classroom? If so,
A.) Describe this environment.
B.) In what ways was this collaborative study beneficial?
C.) In what ways did collaborative study hamper a more rapid rate of
learning?
The student participants will be asked the following questions upon completion of the
five module block of instruction:
1.) In what ways did the collaborative study improve your English skills?
2.) Do you feel that your acquisition of English occur much quicker? Or, did it
take more time than you feel is necessary to move through the instruction?
3.). Do you feel that your first language skills improved alongside your learning of
English?
4.) In what ways did you find your instructor most effective?
5.) In what ways did you find any your instructor’s presentations confusing?
6.) In what ways could your learning have been improved?
The CET VESL instructors will be asked the following questions prior to the five module
block of instruction:
1.) Have you ever employed collaborative group study in any of your classes?
2.) What methods have you found the most effective for teaching English?
Collabortive Pair Grouping 27
During the pre-instruction interview, I will solicit as much information through questions
and observations as possible regarding the physical classroom teaching environment.
Upon completion of the five module block of instruction, instructors will be asked the
following questions:
1.) In what ways did you find collaborative study most beneficial during your
instruction?
2.) Do you feel that students benefit more in a collaborative group environment?
3.) Could you explain how the students learning benefited or was hampered
during collaborative group study?
4.) In what ways could collaborative group study be improved in a VESL
classroom?
The purpose of the aforementioned interview questions will be to explain the
opinions, experiences, attitudes, and motivations of the students and instructors in
regards to collaborative group pairing and how it either improves or hampers English
language learning.
Observations. Various, ongoing observations of the classrooms will occur both before
and during the five modules of GED Preparation instruction. During these observations,
an observation checklist will be used to record both the students’ and instructor’s
participation and actions. The following questions will be answered during the
researcher’s observations:
1. Does the instructor provide clear and understandable instructions for the task
at hand?
2. Are the rules and the procedures discussed?
Collabortive Pair Grouping 28
3. Do students provide oral participation while a lesson’s procedures are outlined
and discussed?
4. Does the instructor ensure that all groups are actively involved in the task?
5. Does the instructor explain the usefulness and importance of the lesson?
6. Do the students react as though they understand the instructor and lesson
requirements?
7. Do the students exhibit a high level of enthusiasm for the assigned task?
8. Do the students seek clarification from instructor?
9. Do the students employ prior knowledge?
10. Do the students scaffold in their L1?
11. Do the students employ a variety of skills such as reasoning, hypothesizing,
predicting, and intuitive reasoning?
12. Does the instructor hold each student accountable for individual tasks such
as tests and work submission?
13. Does a collaborative environment prevail in the classroom?
14. At the conclusion of the lesson, do the students and the instructor discuss
and reiterate the goals for the block of study?
15. Do the students and the instructor discuss their progress or need for
remediation?
How action research will commence:
Collabortive Pair Grouping 29
1.) Look at the situation; i.e., VESL students who are deficient in their L1, which
subsequently impedes their SLA, and develop an appropriate research
question.
2.) Gather applicable data through observations, interviews, and test results.
3.) Define and describe what is found through observations, interviews, and test
results in order to build a picture to describe the situation, e.g., “Force Field
Analysis” (Stringer, 1999).
4.) Explore and analyze how the observations, interviews, and test results
intersect with one another in order to establish both converse and inverse
relationships between the three.
5.) Reflect on the overall findings in order to understand how and why the
problem exist in order to better tailor one’s instruction.
6.) Implement tailored instruction.
7.) Evaluate how tailored instruction addresses and improves the problem.
Collabortive Pair Grouping 30
Recommended Research Design
Action research is very applicable for my research because it permits the most useful
aspects from both quantitative and qualitative methodologies to be applied in order to
better understand how collaborative peer grouping can be employed in a classroom
where students whose L1 deficiency is hampering their SLA. Moreover, a “cyclical
process that alternates between action and critical reflection” occurs during action
research (Slavin, 2006). Hence, this would allow me to tailor my research as it directly
relates to improving SLA for L1 deficient VESL students. Most importantly, however,
because action research is designed to be conducted by the educator, I am able to aim
my research directly toward my particular instructional setting.
By triangulating the data from my interviews, observations, and test results I will be
able to balance “hard data” from the tests with subjective variables identified in the
interviews and observations. Furthermore, by including an analysis of test scores, I will
see which correlating student attitudes and instructor observations produce visible
success in the classroom.
It must be pointed out that my findings would require implementation in order to fine-
tune instruction that further addresses a means for improving instruction for those
students whose first language deficiencies impedes SLA.
Collabortive Pair Grouping 31
Literature Review
Many CET VESL students are facing problems while preparing for GED preparation
modules due to deficiencies in their first language (L1). In addition, their L1 deficiencies
have a significant impact over their Second Language Acquisition (SLA), and this is
reflected while they are participating in the GED Preparation program (Blakeway, 2011).
Although studies suggest that a student’s deficiency in his or her L1 speaking, writing,
and understanding skills have a significant impact over SLA, researchers on the other
hand, differ as to whether or not this hinders or enhances SLA. While some argue that it
does, others state the opposite by asserting that L1 deficiencies challenge a student
more, which ultimately motivates one to produce better results when compared to
those with higher L1 skills (Levine, 2003).
In a research article conducted by Levine (2003), the author asserts that a student’s
deficiency in his or her L1 have a positive impact toward learning a second language.
He further claims that these students feel over challenged, which not only encourages
but also motivates them to apply more effort in order to better understand the teacher
and the academics. This study was based on a questionnaire that included more than
604 language students and 164 language teachers. The research was structured to
show how L1 deficient foreign language students are more anxious due to the
deficiencies in their first language than those students possessing high L1 proficiency
skills. This he feels affects the learning of an L2 positively. His research demonstrated
Collabortive Pair Grouping 32
that L1 deficient students tend to use their L2 more often when they are provided a
good communicative environment because the target language feeds on this anxiety.
This researcher believes that anxiety is an important factor due to three reasons:
1.) Due to this deficiency, the teachers focus more attention toward those
students who are deficient (Indeed, the squeaky wheel does get the most oil).
Moreover, teachers are forced to use different educational methods or policies
from which the students can learn best.
2.) L1 deficient students are more able to use their previous experiences and
perceptions more often when the teachers’ attitudes and behaviors are more
positive.
3.) When all of the aforementioned factors are in place, students will be more
motivated to learn a second language than students who are more proficient in
their L1.
The students contained in this study included many who were deficient in their L1
writing and grammar skills. Eighty percent of the L1 deficient students reported that
they felt more motivated while acquiring the target language than did the more
proficient L1 students. One of the most important questions in the questionnaire asked
the students to rate their approach to learning provided by their teachers. The
questionnaire demonstrated that most of the students appreciated the efforts of their
teachers, and that only 9% were unsatisfied with their learning experience. Those who
were unsatisfied claim that the teacher’s instruction was unclear, which they feel was
the major factor that prevented them from understanding. Nevertheless, all students
Collabortive Pair Grouping 33
agreed that the teachers who had used the students’ native language during most of
the instruction achieved more student approval.
Levine asserts that it is imperative that teachers use different strategies in order to
ensure that their students are following the instruction properly. Although
communication is important to establish, Levine observed that learning is more
effective when there is motivation amongst students.
In a research proposed by Elizabeth Bernhard (2005). The researcher suggests that a
student’s L1 literacy level has a significant effect upon L2 learning. Her research
demonstrates that interaction of processing strategies, background knowledge, and
relationship between non-cognizant cognitive and cognitive L2 and L1’s and background
knowledge are all necessary components during second language acquisition. This
study implies that L1 skills and abilities have great effects regarding L2 reading skills.
However, these deficiencies can be remedied when the teacher attains a L2 capacity
equal to or better than the intended ELL students’ L1.
Rather than suggesting a peer to peer dialogue as a means for scaffolding English
instruction between students in their L1, Bernhardt insists that it is the teacher’s role to
interface directly with students in L1 dialogue. Indeed, one-on-one instruction of any
kind has its merits. However, a teacher must retain a high degree of proficiency in the
students’ L1 in order to surpass or even match what many feel is obtainable in peer to
peer L1 grouping. In addition, Bernhardt fails to recognize the benefits achievable for a
Collabortive Pair Grouping 34
L1 proficient student, who while engaged in peer to peer scaffolding, internalizes a
much deeper understanding of the intended lesson.
In a study performed by Meryl Swain, Lindsay Brooks, and Augustine Tocalli-Beller
(2002), the researchers focused on the impact of collaborative and peer to peer
dialogues in relation to student reading, writing, and listening skills. They observed that
if collaborative peer to peer dialogues are embedded in the reading, writing, and other
learning activities better SLA learning results will be achieved. The researchers further
suggest that collaborative dialogues be introduced whenever first language deficiencies
exist.
In the research performed by Swain et al. (2002) the researchers found that students
who were both deficient and proficient in their L1 learn more effectively when peer to
peer dialogues include problem-solving activities. The researchers observed that when a
teacher is included in this dialogue, students will become more interactive and will tend
to achieve the lesson goals more quickly. In addition, Swain et al. point out that
teachers must understand what sorts of difficulties their students are facing in both the
L1 and L2 in order to make the lesson more understandable. Cognitive dialogues not
only act as a tool for those students who are deficient in their first language but also are
instructive for the researchers and teachers to create better strategies for learning a
second language.
The difference in L1 proficiency levels and how it affects learning for Florida English
language learners has been a subject of debate amongst educators in that state for
Collabortive Pair Grouping 35
decades. Nevertheless, Van Lier (1996) observed that peer to peer interaction between
the students in their L1 provided significant results for those learners. Van Lier asserts
that his research along with others support peer to peer interaction in favor of the
students with a higher L1 proficiency level.
Van Lier is supportive of peer to peer native language dialogue between L1 proficient
and deficient students. His research shows that L1 proficient students are eager to
assist students who are deficient in the same L1, and that it is during this dialogue that
not only the L1 deficient students benefit, but also the L1 proficient student who during
the scaffolding dialogue is able to enforce as well as widen his or her understanding of
the assigned lesson.
Researchers such as Levine reject the theory that a student’s deficiency in his or her L1
retards the second-language learning process. Instead, they go further by claiming that
an adverse relationship exists between L1 proficiency and SLA. This can be certainly
true if one would consider how such distinct errors in transforming the active to the
passive in ones L1 could be transferred to the intended L2. However, it must be pointed
out that these type of errors are pertinent at the upper level of second-language
instruction, and are much more easily corrected than first language interference issues
found at the beginning level of SLA, which occur most often when students are deficient
in their native language.
Collabortive Pair Grouping 36
In a study conducted by Hussein and Mohammed (2010), sixteen English as a foreign
language students whose L1 was Arabic studying at a university in Qatar were judged
on three genres of English:
1.) Comparison and contrast.
2.) Persuasion, and
3.) Narration.
Both researchers observed that all of the students attempted to write each essay in
their native Arabic, which would later be translated into English. For their study, these
researchers required their students to submit all rough drafts along with their finished
essay. It was during this review that they discovered that several distinct grammatical
mistakes originating in the L1 written rough drafts continued on into the final English
written essay. In addition, both researchers found that students who displayed
difficulties expressing themselves in their L1 drafts tended to focus more of their
attention on grammatical structuring in the later L2 phases of their essays. It must be
noted, however, that the researchers identify deficiencies in the L1 when students failed
to address certain writing conventions related to the assigned themes for writing. In my
opinion, I feel that certain cultural differences exist which could have made a first
language version appear illogical for some. For example, if tasked to write a persuasive
paper addressing gender equality, many highly educated, highly proficient Arabic
writers would be in conflict with cultural realities so embedded in their culture that they
would find any Arabic rendering illogical. Moreover, most cultural and historic works
addressing Arabic society would tend to reference the most common norms found in
traditional Arabic society (Cannon, 2009).
Collabortive Pair Grouping 37
Furthermore, while addressing gender relation issues in English, most students would
reference material originating from the West. Moreover, specific issues such as a
woman’s right to drive a car originate from a Western society that first produced the
automobile, and this would be seen in Arabic society as a secondary influence
originating out of the West. (Cannon, 2009) After all, one rarely hears of a woman being
prevented from riding a horse or a camel in any part of the Middle East.
Indeed, in regards to Hussein’s and Mohammad’s research, it could be further argued
that a student’s lack of literary background in their L1 make it more possible for these
students to address writing conventions from the West because no literary conflicts
between the two cultures, as displayed through language cross analysis, would have to
be addressed when students are engulfed in a L2 grammatical or literary rich
environment. This I believe explains Hussein’s and Mohammad’s assertion that
students who are less proficient in their L1 are able to omit first language errors and
focus more on their L2 SLA skills.
Although research differs as to whether or not L1 deficiencies hamper SLA, all
researchers agreed that both L1 proficient and L1 deficient students benefit better in a
collaborative peer-based learning environment. It is during this social mediation that not
only occurs between two other students but also with the teacher that widens the
learning experience. It was further noted that teachers should be required to take a
more active role in collaborative dialogue, which is best enhanced when the teacher has
a proficient understanding of the students’ L1.
Collabortive Pair Grouping 38
In addition, the aforementioned research indicates that students who are less proficient
in their L1 are able to learn equally and as effectively as a more proficient student when
a high degree of motivation and collaboration exist. Nevertheless, none of the research
indicated that L1 deficient students could out-perform L1 proficient students in either a
collaborative or traditional teacher based environment. However, research still exists
(Levine, 2003) that shows how deficient L1 students can produce better results on the
basis of having additional motivation and other factors that more proficient L1 students
cannot obtain.
To view Appendix A visit: http://marciagodinez.tripod.com/jayspapers/AppendixA.rtf
Appendix B
Observation Checklist
1. Does the instructor provide clear and understandable instructions for the task at
hand?
2. Are the rules and the procedures discussed?
3. Do students provide oral participation while a lesson’s procedures are outlined and
discussed?
4. Does the instructor ensure that all groups are actively involved in the task?
5. Does the instructor explain the usefulness and importance of the lesson?
Collabortive Pair Grouping 39
6. Do the students react as though they understand the instructor and lesson
requirements?
7. Do the students exhibit a high level of enthusiasm for the assigned task?
8. Do the students seek clarification from instructor?
9. Do the students employ prior knowledge?
10. Do the students scaffold in their L1?
11. Do the students employ a variety of skills such as reasoning, hypothesizing,
predicting, and intuitive reasoning?
12. Does the instructor hold each student accountable for individual tasks such as tests
and work submission?
13. Does a collaborative environment prevail in the classroom?
14. At the conclusion of the lesson, do the students and the instructor discuss and
reiterate the goals for the block of study?
15. Do the students and the instructor discuss their progress or need for remediation?
Collabortive Pair Grouping 40
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