ERIC EJ1099307: A Questionnaire Project: Integrating the Four Macro Skills with Critical Thinking

2007·0.41 MB·English

by  ERIC

Chea Kagnarith, Chea Theara, and Alan Klein
C A M B O D I A
A Questionnaire Project:
Integrating the Four Macro Skills
with Critical Thinking

C
ommunicative Language survey project. (For purposes of this
Teaching (CLT) emphasizes article, survey and questionnaire are
the teaching of listening, used interchangeably.) A central focus
speaking, reading, and writing with- of the article is to illustrate how stu-
in content- and task-based activities dents can use the four skills as a
(Richards and Schmidt 2002). Numer- vehicle for building critical thinking,
ous task-based projects are available to
including improving their metacog-
teachers who wish to teach a second
nitive strategies, i.e., the ability to
language (L2) by involving their stu-
evaluate their own learning (Richards
dents in real-world, interesting activi-
and Schmidt 2002). We therefore
ties that will expose them to a large
specifically address some ways to help
amount of authentic language. One
students develop their critical thinking
example is a questionnaire project,
ability (gain a nonlinguistic benefit) as
which is an excellent way to inte-
they use the four macro skills to devel-
grate language and other skills within
op and administer a questionnaire.
a task-based activity. With a ques-
Background: Questionnaires as
tionnaire project, students advance
teaching tools
through stages of creating questions,
Questionnaire writing as a teaching
collecting data, and analyzing and
tool is often mentioned in ESL/EFL
reporting results while developing
teaching methodology textbooks and
their L2 skills through brainstorming,
is a commonly used activity in Eng-
research, writing, problem solving,
and group work. lish-language textbooks. For example,
This article describes, from the view- in a chapter focusing on both con-
point of both learners and instructors, tent- and task-based language teach-
the various linguistic and academic ing, Stoller (2002) briefly discusses
benefits to students as they learn to survey use as a technique to facilitate
design and administer an effective project-based work in the classroom.
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Harmer’s (1998) How to Teach English has a (cid:129) Questionnaires as teaching and learning
section on speaking methodology designed tools
to help beginning students initiate conversa-
In addition to integrating the four macro
tion, and subsequently create written work,
skills, project work has additional benefits that
through the design of simple questionnaires.
justify its use as a teaching and learning tool.
His example deals with the topic of sleep and
Working on questionnaires that are based
incorporates present-perfect questions, such
on a relevant local context brings a motivat-
as “Have you ever talked in your sleep?” and
ing dimension of reality to the classroom
“Have you ever had a nightmare?” as a way
environment. Rather than relying on generic
to elicit comments from classmates about
textbook activities, which learners might find
their sleeping habits (90). The questionnaire
contrived, such a project encourages students
responses are reported on a form designed
to put their heads together and work actively
by the students. Other topics Harmer (1998)
to accomplish a meaningful goal.
suggests to generate conversational interac-
(cid:129) Improvement of critical thinking
tions include student preferences in TV view-
ing and music. A questionnaire project presents an oppor-
A textbook by Soars and Soars (1998) also tunity to combine focused language use with
uses class surveys to practice particular gram- the development of critical thinking. Accord-
mar points. The upper-intermediate level of ing to Facione (1998), critical thinkers may
the series has students design a questionnaire have both necessary affective dispositions,
that investigates the shopping habits of class such as honesty, open-mindedness, and flex-
members. At this somewhat advanced lan- ibility, and a set of cognitive skills, com-
guage stage, questions are more open-ended prised of “interpretation, analysis, evaluation,
and detailed than those suggested by Harmer inference, explanation, and self-regulation”
(1998). Students report their findings by (4). While a questionnaire project has the
using expressions of quantity (e.g., “all of us,” potential to increase all of these cognitive
“hardly anybody”). strengths, in our case interpretation and self-
The examples above demonstrate that ques- regulation were the skills most utilized by the
tionnaire writing is a well-established technique students, and so they are discussed in more
for facilitating different forms of communica- detail below.
tion in the classroom. However, it is also impor- 1. Interpretation skill. Facione (1998)
tant to consider how teachers can enhance defines interpretation as comprehend-
the benefits associated with this project-based ing and expressing the meaning of a
activity. Alan and Stoller (2005, 11) stress that, variety of input, such as experience,
to best facilitate learning of language, content, data, beliefs, and rules. Two sub-skills
and real-life skills, projects “require a combi- he proposes for successful interpretation
nation of teacher guidance, teacher feedback, are (a) categorizing information, which
student engagement, and elaborated tasks with is especially relevant in the context of
some degree of challenge.” survey interpretation, since grouping
similar ideas together is essential for
Benefits of a task-based questionnaire formatting a questionnaire that will
project generate useful data, and (b) clarifying
meaning, which also has a role to play
(cid:129) Integration of the four macro skills
in that it is vital for researchers to
As indicated above, a major advantage of be able to analyze their questions for
using a questionnaire project in the classroom biased or leading language.
lies in its use of the four macro skills as part 2. Self-regulation skill (sometimes referred
of an integrated curriculum. While an equal to as metacognition). Self-regulation
amount of time might not be spent on each takes on a more global significance in
skill, by the end of the activity all four skills the critical thinking process. Facione
will have been utilized as the teacher and stu- (1998, 7) defines it as the ability to
dents transform a classroom assignment into monitor and evaluate one’s own work
a real-world communicative activity. and conclusions, adding that the
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method can be as simple as asking, message about freely contributing ideas dur-
“How am I doing?” or “Have I missed ing brainstorming, as initially there are no
anything important?” This process of “correct” ideas. Especially in learning environ-
self-examination and self-correction is ments where CLT is not the norm, this might
“remarkable,” he continues, “because it require active facilitation by the teacher to get
allows good critical thinkers to improve the process started.
their own thinking” (6). In our context, Another way the teacher can facilitate
it is also an indispensable part of the brainstorming is by collaborating with stu-
learning process for students as they dents as they decide the composition of
review and revise their questionnaires their groups. Students who demonstrate what
and results. Facione (1998, 8) refers to as a “critical spirit”
are likely to connect well with brainstorming;
Preparing students for a questionnaire
they are the ones who ask questions such as
project
“Why?” and “How?” and “What happens if?”
These types of natural critical thinkers should
(cid:129) Students should be able to handle conflicts
be distributed among the groups because they
both with their peers and respondents.
have the potential to promote creative think-
A communicative approach to English
ing among their classmates in a way that the
learning, which emphasizes hands-on collabo-
teachers cannot.
ration, can be a messy and complicated affair.
Being able to resolve conflicts with others is The questionnaire project
essential, first, for working with classmates
This questionnaire project began as a small
on questionnaire development and, later, for
end-of-semester requirement for our univer-
working with respondents to collect the data
sity’s applied linguistics course. We had been
and then to interpret the results. To facilitate
studying the role that age plays in acquiring
this work, teachers need to prepare their
language, which led us to explore the work
students in several ways. Learning to express
of Lenneberg (1967) on the importance of
differences of opinion in the L2 is crucial for
a critical period for language acquisition,
succeeding in groups, and teachers can enable
which is formally known as the Critical Period
students to do this by helping them hone
Hypothesis (Richards and Schmidt 2002). We
their clarification and negotiation skills ahead
also examined the comments of Lightbown
of time. Specifically, this involves reviewing
and Spada (1999), which support beginning
how to ask for more specific information,
foreign language study before puberty in
restate questions, suggest, agree, and disagree.
order to reach native-like fluency. In our study
While these language functions might have
of the theoretical background, we considered
been covered in earlier classes, it is important
the fact that teachers in Cambodia, as in other
that they are taught and practiced before the
countries, control neither the ages of the stu-
group work begins.
dents in their classes nor when English study
(cid:129) Students need to be able to use critical think- is initiated in the schools. For example, the
ing to solve problems. Cambodian Ministry of Education, Youth,
Managing projects based on real-world and Sport begins English instruction at Grade
experience also requires teachers to guide 7, although the age of the students within
students and act as a resource to help them a classroom may vary widely. While the
consider innovative ways of thinking about class did not reach a consensus on the valid-
problems and attempting to solve them. ity of the Critical Period Hypothesis, we did
Brainstorming, a loosely structured discussion acknowledge the need for teachers to consider
designed to generate ideas from students, is the age of students when devising teaching
the most common method for achieving this strategies.
goal. The aim is to first come up with many One group in the class designed a survey
ideas about an issue, without being concerned based on this issue, and the foundation of
about limitations, and then to look at the their work centered on two questions: “What
feasibility of the ideas. Encouragement and are some methods teachers can use to help
feedback from the teacher sends a positive older learners (post-puberty) who are just
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beginning to study English succeed in the would be on both forms, while other ques-
classroom?” and “What do these students tions would be specific to either teachers or
believe teachers can do to help them learn students. Throughout this step we expressed
English?” our ideas, listened to those of others, and
discussed the validity of the ideas that were
Procedures for developing and
presented.
administering the questionnaire
By the end of Step 2 we had learned how
Observing an actual questionnaire project to examine the strengths and weaknesses of
in the classroom illuminates the many benefits our peers’ work and how to engage in con-
of this task-based activity, including intensive structive criticism. In addition to enhancing
L2 language use in an authentic context that our critical thinking, this process also helped
demands the development of negotiation, us work on speaking and listening skills.
collaboration, and critical thinking skills.
Step 3: Writing the first draft
The nine steps listed below are described by
the two student authors of this article who In this step we completed the first draft
worked with a group to develop, administer, of our questionnaire by editing the questions
and present the results of the questionnaire and putting them in a logical order. While
project. editing, we needed to pay particular attention
to specific details, including the syntax and
Step 1: Selecting a topic and forming a group
vocabulary used in each sentence. This helped
To begin, the teacher gave the class a us develop our eye for detail, while improving
choice of three topics from which to imple- our writing skills, in particular, using simple
ment a questionnaire. We chose the theme and clear language and correct syntax. We
“Critical Period Hypothesis,” which refers to were guided in this questionnaire-writing pro-
the importance of a learner’s age in achiev- cess by the following five general suggestions
ing native-like proficiency in a foreign lan- from Babbie (1997):
guage. Six of our classmates also chose this
1. Write questions that:
topic. Other groups looked at the differences
• are clear, simple, and easy to answer;
between general English and English for Spe-
• contain only one idea;
cific Purposes and at the value of using CLT
• are relevant to the respondents;
in the Cambodian school context. While
• do not show your bias, and;
class members had worked together before,
• are positive in structure.
this was our first experience with group work
2. Use both open-ended and closed
beyond the textbook. The members of our
questions.
group had discussions and shared opinions,
3. Start with simple and interesting
which sometimes turned into debates.
questions.
Step 2: Choosing the questionnaire format and 4. Make sure that the format of your
brainstorming about the data to be collected questionnaire is easy to follow.
Before developing the questions that we 5. Select respondents who are capable of
would eventually ask the respondents, we answering the questions.
first had to decide the method of collecting (See the Appendix for samples of the types
the data, either through (1) direct interviews, of questions that were used in this project.)
(2) independent completion of the question-
Step 4: Proofreading of the first draft by the
naire by the respondents, or (3) a combina-
group and the teacher
tion of both methods. We chose to have our
respondents answer their own surveys. Next, the draft of the questionnaire was
Next, we brainstormed about our topic proofread by the group members. Each indi-
to generate an initial list of possible ques- vidual received an identical copy of the
tions. We then divided the questions into questionnaire and read it at home for later
two categories—one for teachers and one for discussion by the group. All group members
students—and decided that we would create a were responsible for scanning for errors,
separate version of the questionnaire for each and we revised the draft based on everyone’s
group. We determined that some questions comments. To further improve quality, two
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members of the group with outstanding writ- Step 7: Administering the questionnaire
ing skills skimmed, scanned, and revised the
At this point, members of our group hand-
draft again.
ed out 100 questionnaires to teachers working
Then, to check for potential problems
in different private language institutes and
with our questions, we read them to the
100 questionnaires to students in the same
whole class. This allowed members of other institutions. Some of the respondents, mostly
groups and our teacher to offer suggestions students, had problems with some of the
for refining the content and wording. After- questions because they misunderstood them.
wards, we gave the questionnaire to our teach- An even more serious problem was that they
er for another proofreading. The core benefits did not follow the instructions, especially
for students in this process were practicing on the question type that required them to
skimming and scanning and creating precise skip some questions based on their previous
written revisions. response. Furthermore, they usually did not
fill out the open-ended questions, which
Step 5: Pilot testing the questionnaire
required more than just checking a box. We
The next step was to test the validity of
put forth our best effort in dealing with the
our questionnaire draft through a pilot test.
situation by explaining difficult or confusing
This is a critical step in the development of a
questions to them and by giving them com-
questionnaire as it reveals any problems with
pliments and encouragement as they filled out
the instructions, questions, or administration
their surveys. Through these efforts, we could
process and allows for a final revision before see that our clarification and negotiation skills
the general administration. Since we had also improved.
designed two forms of the questionnaire—
Step 8: Summarizing the data and interpreting
one for teachers and one for students—each
the results
group member gave a questionnaire to two
teachers and to two students. After collecting the information from the
As the pilot respondents were complet- teachers and students, we tallied the data
ing the questionnaires, we observed their and made some assumptions about what the
reactions, noted their feedback, and then results might indicate. We put important data
edited our work based on the problems into graphs and then added our comments.
that had emerged. For example, there were Because of time constraints, our analysis was
a few questions that some respondents did not as formally complete as we wished. If
there had been more time, we would have
not understand, which indicated that we
subjected our data collection and preliminary
needed to explain them in simpler terms. In
conclusions to the following questions, based
one question we found that some students
on the work of McMillan and Schumacher
did not understand the phrase “to improve
(1997):
your English,” so we changed it to read “to
make your English better.” This experience • Is the analysis that we made actually
gave us even more practice in clarifying our supported by the data? If it does not
language. accurately reflect the data, then we
need to go back and look again at the
Step 6: Revising the final draft
results.
After making revisions based on the pilot • Do our findings provide implications
testing, the teacher also offered some sugges- useful to other educators? We need
tions, which we considered, even though we to include how teachers can use our
did not agree with all of them. We also had results to be more effective in the class-
additional suggestions of our own. By mak- room.
ing some adjustments based on these sources • Is the presentation of our analysis clear
of input, we created our final questionnaire. and complete? We need to be sure our
In completing this step, we developed our vocabulary and syntax are not ambigu-
problem-solving skills by reasoning with one ous. We also need to make sure that we
another and our writing skills by continuing have included all important points that
to refine the survey. can be drawn from our data.
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Even though our analysis was not as questions. They must also start inter-
comprehensive as it could have been, we still preting early on what they believe is
learned to create and interpret graphs, which the significance of the data. Finally,
strengthened our analytical skills. students should have an opportunity
to present their findings in class as the
Step 9: Writing a final report
culmination of the evaluation process.
As the final step, we wrote up the results • Participation of group members. As with
in a final report, which included a literature
many cooperative activities, all students
review. Ideally, we then would have presented
will not work equally hard as part
our results to the class, but time did not
of a group. It is therefore necessary
permit this. Making this kind of classroom
to monitor the students to guarantee
presentation would be valuable in developing
that all members participate to some
public speaking skills. The final written report
degree. Doing a research project was a
did offer two other main benefits, however.
new experience for these Cambodian
We improved our reading through using dif-
students, and some of them understood
ferent sources for our literature review and
the concept better and were more will-
increased our organizational skills during the
ing to participate than others. Howev-
composition of the report.
er, it is fair to say that all the students,
even those less inclined to get involved,
Some points for teachers to consider
gained added ability in using the four
Below are some insights for teachers that
macro skills in a real-word context.
were gained from using this classroom task-
Some also strengthened their critical
based questionnaire project.
thinking capabilities.
(cid:129) Managing time constraints. Question- • Selecting relevant topics. While our proj-
naire writing takes a long time. We ect’s content was specialized, the steps
were surprised how quickly the project used in our questionnaire project can
started to grow and how occasionally be generalized to any classroom. What
it felt like it was becoming unmanage- is important is to offer students a choice
able. The teacher and students became of topics that stimulate their interest
so involved in the development and and also to solicit their ideas. This will
testing of the questionnaire that we increase the benefits that students gain
could not complete our final product. from the activity. Depending on the
To remedy this problem, it makes sense age, level, and location of students, the
to prepare the class earlier in the term following topics might be appropriate:
to use the functional skills necessary career interests, computer use, English
for doing projects. It would also help use, entertainment choices, hobbies,
to have students practice more group study habits, and work experience.
work, including brainstorming, before
Conclusion
beginning the project so that they can
progress to the later steps of the project While there is no doubt that question-
more quickly. In addition, setting clear naire writing is a labor-intensive activity, it
deadlines for completion of each part is worthwhile regardless of how many steps a
of the project will help all of us manage class has time to accomplish. From a teacher’s
our time more efficiently. point of view, nothing is more satisfying than
• The importance of evaluation. In seeing his or her students gain the skills neces-
any future project, students will be sary to solve problems and evaluate their own
informed that evaluation of the data is learning. This accomplishment is also one
ongoing; it does not just take place at in which students can take pride. Being able
the end of the activity. Students need to to integrate critical thinking with the four
make note of possible patterns, catego- macro skills is an important step in students’
ries, and relationships emerging from development, not only as English language
the information that they are collect- learners, but as scholars in whatever field they
ing, as well as unexpected responses to choose to pursue.
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References
Alan, B., and F. L. Stoller. 2005. Maximizing the CHEA KAGNARITH is an ESL teacher and
benefits of project work in foreign language student advisor at the Australian Centre for
classrooms. English Teaching Forum 43 (4): Education in Phnom Penh, Cambodia.
10–21.
He graduated from the Institute of Foreign
Babbie, E. R. 1995. The practice of social research.
Languages in September 2005 with a
7th ed. Belmont, CA: Wadsworth. Quoted in
degree in TEFL.
McMillan and Schumacher, 1997, 253–54.
Facione, P.A. 1998. Critical thinking: What it is
and why it counts. Millbrae, CA: California CHEA THEARA is an instructor at the
Academic Press. http://www.insightassessment. Australian Centre for Education in Phnom
com/articles.html Penh, Cambodia. He holds a BBA in
Harmer, J. 1998. How to teach English: An introduc- tourism and B.Ed. in TEFL and has been
tion to the practice of English language teaching. teaching English for five years to students
New York: Longman. of various levels and ages.
Lenneberg, E. H. 1967. Biological foundations of
language. New York: John Wiley.
ALAN KLEIN served as a Senior English
Lightbown, P. M., and N. Spada. 1999. How
Language Fellow sponsored by the U.S.
languages are learned. rev. ed. Oxford: Oxford
Department of State in Phnom Penh,
University Press.
Richards, J. C., and R. Schmidt, 2002. Longman Cambodia.
dictionary of language teaching and applied lin-
guistics. 3rd ed. London: Longman.
McMillan, J. H., and S. Schumacher. 1997.
Research in education: A conceptual framework.
4th ed. New York: Longman.
Soars, L., and J. Soars. 1998. New headway Eng-
lish course: Upper-intermediate teacher’s book.
Oxford: Oxford University Press.
Stoller, F. L. 2002. Project work: A means to pro-
mote language and content. In Methodology
in language teaching: An anthology of current
practice, ed. J. C. Richards and W. A. Renandya,
107–120. Cambridge: Cambridge University
Press.
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Appendix
Four Types of Survey Questions
A Questionnaire Project: Integrating… • Chea Kagnarith, Chea Theara, and Alan Klein
The collection of valid and complete data from respondents is dependent on the types of ques-
tions that make up a survey instrument. Below are four major types of questions that were used
in this project.
1. Structured questions
How long have you been teaching English?
❍ Less than 1 year
❍ 1 year to 3 years
❍ 4 years to 7 years
❍ 8 years or more
Have you ever experienced teaching older students (those past puberty)?
❍ Yes
❍ No
2. Scaled questions
How often do you introduce your students to the grammar rules and examples before getting
them to practice?
❍ Always
❍ Very often
❍ Often
❍ Sometimes
❍ Never
3. Open-ended questions
Do you have any comments on how to improve your students’ English?
________________________________________________________
________________________________________________________
4. Mixed questions
How do you teach older students to speak English well?
(Choose one or more answers from the options provided.)
❍ I ask them to repeat after me in class.
❍ I ask them to practice at home.
❍ I ask them to memorize the grammar forms.
❍ Other______________________________
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