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英语听力情况调查Questionnaire on English

listening

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General instruction

• The following questionnaire is designed to understand how Chinese students learn English in a listening class. Please answer…

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Specific instructions

• Below are some statements referring to how you feel when you listen to tapes in English in the listening class. There are no right or wrong answer…

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Conceptual frameworksymptoms Physical

Cognitive

sources Trait anxiety

Not confident in oneself

Not confident in one’s language

Environ-mental anxiety

Fear of evaluation

On-line processing

Language difficulty level

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Physical symptoms1. My heart beats very faster when I’m

listening to English although I’ve got well prepared.

2. My hands are sweaty when I am listening to

English even if the material is not difficult for

me.

3. I feel very nervous when I am asked to do

listening comprehension questions in class

although I know I can do them.

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4. I feel nervous when I meet the critical eyes of the teacher during a listening class.

5. I feel nervous in a listening class

whenever the teacher is present.

6. I feel embarrassed when the teacher

asks me to repeat what I have heard.

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Trait anxiety refers to learners’ inherent discomfort and nervousness that is a relatively stable personality feature

Environmental anxiety refers to the discomfort, nervousness or embarrassment induced by the environmental factors.

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Tasks for this morning Discuss Perceptual Learning

Style Preference Questionnaire

Analyze the data

Discuss the questionnaires

designed by two participants

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TESOL QUARTERLY, Vol. 21, No. 1, March 1987

The Learning Style Preferences of ESL Students

JOY M. REID

Colorado State University

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Conceptual definition

…learning styles, is broadly described as

“cognitive, affective, and physiological traits

that are relatively stable indicators of how

learners perceive, interact with, and respond

to the learning environment” (Keefe, 1979a,

p. 4).

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Research with U.S. school children (R.

Dunn, 1983, 1984; Reinert,

1976) has demonstrated that learners

have four basic perceptual

learning channels (or modalities):

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Subcategories of learning styles

Visual learning: reading, studying charts Auditory learning: listening to lectures,

audiotapes Kinesthetic learning: experiential learning,

that is, total physical involvement with a learning situation

Tactile learning: “hands-on” learning, such as building models or doing laboratory experiments

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Questions

Structure of the questionnaire

The items of different categories

Problems in the questionnaire

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Perceptual learning styles

Visual learning

3, 7, 9, 17, 20

Auditory learning

1, 4, 6, 13, 15

Tactile learning

8, 10, 12, 16, 18

Kinesthetic learning

2, 5, 11, 14, 19

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Problems

Explanation Opinion and behavior Five-point scale

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The source of itemsA self-reporting questionnaire was developed on the basis ofexisting learning style instruments, with modifications suggested byNNS informants and U.S. consultants in the fields of linguistics,education, and cross-cultural studies.

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The survey, which was

constructed and validated for NNSs, consisted of randomly

arranged sets of 5 statements on each of the six learning style

preferences to be measured: visual, auditory, kinesthetic, tactile,

group learning, and individual learning.

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Validation

Validation of the questionnaire was

done by the split-half method.

Correlation analysis of an original set

of 60 statements (10 per learning style)

determined which 5 statements should

remain within each subset.

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Outline

1. Criteria for a good

questionnaire

2. Procedures for constructing a

questionnaire

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I. Criteria for a good questionnaire

For questionnaire items

Valid, reliable and unambiguous

For questionnaire format

Having a professional outlook

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2. Procedures for constructing a questionnaire

(1) Decide the mode of administration

– By person

– By mail

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(2) Different types of information

Factual questionsgender / age /name /date of birth

Behavior questions (What does a

respondent do?)Actions / feelings

Attitudinal questions (What does a

respondent think?)opinions / beliefs /preferences/reasons

(Dornyei, 2002:8-9)

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(3) Determine the way you process the data

• Individual-item-based questionnaire

– describe the frequency and mean of one

isolated item

• Category-based questionnaire

– describe the mean of a category that contains

three or more questionnaire items

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Questionnaire

The following questionnaire is

designed to find out to what extent you

are interested in research. The

information obtained will help me

improve my teaching. Please answer

each question frankly and honestly.

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Part I: Please answer each question by writing

down the question number together with the

letter that can best indicate what you really do.

The letters stand for the following responses.

A = This statement is never or almost never true of me.

B = This statement is usually not true of me.

C = This statement is somewhat true of me.

D = This statement is usually true of me.

E = This statement is completely or almost true of me.

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1. I read research papers in Chinese.

2. I read research papers in English.

3. I conduct empirical studies.

4. I publish research papers in Chinese

5. I publish research papers in English

6. I read books on research methods.

7. I have very little knowledge about research methods.

8. I am eager to learn more about research methods.

Part II: Background informationGender_________ Age __________

Education Level ____________ (BA/MA)

In which university are you teaching? _______________

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Category-based questionnaire When speaking in English, I first organize

what I want to say in Chinese and then

translate it into English.

I translate the English text into Chinese to

understand the text better.

When writing in English, I first organize what I

want to express in Chinese and then translate

it into English.

I remember in Chinese what I have

understood through listening to English.

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Mother-tongue-use strategy

Listening

Speaking

Reading

Writing

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L2 learner anxiety

1. My heart beats very faster when I’m asked to answer question although I’ve got well prepared.

2. My face flushes whenever I try to say

something in English in class.

3. I feel very nervous when I am asked to

answer a big question in class although

I know how to do it.

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4. I feel nervous when I meet the critical eyes of the teacher during my oral presentation in class.

5. I feel nervous during a group

discussion whenever the teacher is

present.

6. I feel somewhat embarrassed when the

teacher asks me to repeat what I have

said.

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Trait anxiety refers to learners’ inherent discomfort and nervousness that is a relatively stable personality feature

Environmental anxiety refers to the discomfort, nervousness or embarrassment induced by the environmental factors.

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(4) Deciding the content of individual items

Using ordinary words

Avoid ambiguous words

Avoid a leading questions

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(5) Choose question structure

Multiple-choice questions

Dichotomous questions

Scales

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Multiple-choice questions

How do you learn the cultural differences in your daily life? Please check as many as you like.

(1) Read English magazines, and books on Western

customs and etiquette

(2) See English movies and videos

(3) Actively interacting with native speakers of English.

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Dichotomous questions

(1) Do you talk to yourself in English outside

class?－ Yes

－ No

(2) Do you often read English newspapers?－ Yes

－ No

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(6) Determining the order of questions

Background information first General question first Easy question first Questions of the same category

must be spread out

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(7) Deciding the format of a questionnaire

Over the past 15 years I have

increasingly come to he belief that

producing an attractive and

professional design is half the battle in

eliciting reliable and valid data

(Dornyei, 2003: 19)

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(8) Conducting one pilot study or more

To check whether there is any

ambiguity or misunderstanding

To examine whether the

preconceived categories can meet

the statistical requirement

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(4) What should be included in a

questionnaire?

• A general explanation

• Background information

• Instructions/directions

• Questionnaire items

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Discussion in pairs

• What are included in this questionnaire?

• How do you classify these 20 items into four categories?

• Is there any problem in this questionnaire? Can you improve it?

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The structure of a questionnaire

• Background information

• Explanation & instructions

• Questionnaire items (investigating

behaviors)

• Expressing thanks

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Five-point scale1 = This statement is never or almost

never true of me.

2 = This statement is usually not true of me.

3 = This statement is somewhat true of me.

4 = This statement is usually true of me.

5 = This statement is completely or almost completely true of me.

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3. SELECTING SUBJECTS

Three basic random sampling techniques

simple random sampling

systematic random sampling

stratified random sampling

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Simple random samplingWith simple random sampling, each

unit is numbered from 1 to N (where N

is the size of the population). Next, a

table of random numbers is used to

select n items to the sample.

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01 Beijing University 11 Liaoning Normal University

02 Qinghua University 12 Sichuan University

03 Beijing Normal University 13 Wuhan University

04 Fudan University 14 Nankai University

05 Huadong Normal University 15 Zhongshan University

06 Nanjing Normal University 16 Henan University

07 Shanghai University 17 Shantou University

08 Dongnan University 18 Zhejiang University

09 Nanjing University 19 Shangdong University

10 Hehai University 20 Xiamen University

Table 6.4: Numbered population of 20 universities

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Task One

Select 10 universities out of the 20

universities

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A brief table of random numbers

91567 42595279583013404024863852988099730

46503 18584188454961802304510382065558727

34914 63976887208276534476170328758940836

57491 1670323167493234502133132 12544 41035

30405 83946 23792 14422 15059 45799 22716 19792

09983 74353 68668 30429 70735 25499 16631 35006

85900 07119 97336 71048 08178 77233 13916 47564

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01 Beijing University 11 Liaoning Normal University

02 Qinghua University 12 Sichuan University

03 Beijing Normal University 13 Wuhan University

04 Fudan University 14 Nankai University

05 Huadong Normal University 15 Zhongshan University

06 Nanjing Normal University 16 Henan University

07 Shanghai University 17 Shantou University

08 Dongnan University 18 Zhejiang University

09 Nanjing University 19 Shangdong University

10 Hehai University 20 Xiamen University

01, 02, 04, 09, 10, 18, 20,11, 03, 16

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Systematic random samplingWhy do we need systematic random sampling?Suppose the total number of a population consists of 900 students and you would like to select 30 students out of them as a random sample. Following the technique of simple random sampling, you need to spend a lot of time.

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A brief table of random numbers

91567 42595 27958 3013404024863852988099730

46503 185841884549618 02304 51038 20655 58727

34914 63976 88720 82765 34476 17032 87589 40836

57491 16703 23167 49323 45021 33132 12544 41035

30405 83946 23792 14422 15059 45799 22716 19792

09983 74353 68668 30429 70735 25499 16631 35006

85900 07119 97336 71048 08178 77233 13916 47564

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Procedures for systematic random sampling

Number all the subjects. Calculate the interval

The total number of the populationInterval =

The size of the sample

Choose the number to start with

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A brief table of random numbers

91567 42595 27958 30134 04024 86385 29880 99730

46503 18584 18845 49618 02304 51038 20655 58727

34914 63976 88720 82765 34476 17032 87589 40836

57491 16703 23167 49323 45021 33132 12544 41035

30405 83946 23792 14422 15059 45799 22716 19792

09983 74353 68668 30429 70735 25499 16631 35006

85900 07119 97336 71048 08178 77233 13916 47564

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674+30=704

674, 704, 734, 764, 794, 824, 854, 884, 14, 4

4, 74, 104, 134, 164, 194, 224, 254, 284, 314,

344, 374, 404, 434, 464, 494, 524, 554, 584, 6

14, 644

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Stratified-random sampling

Why do we need stratified-random sampling?

Suppose there are 900 first-year students majoring in science in one national university. Among them, there are only 90 female students. Suppose you want to get a sample of 30 students in which males and females are balanced. If using systematic random sampling, the female students may be far less than 10%.

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Procedures for stratified-random sampling

• Divide the students into subpopulations

• Extract a random sample from each

subpopulation by a systematic random

sampling.

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Procedures for systematic random sampling

Number all the subjects. Calculate the interval

The total number of the population

Interval =

The size of the sample

Choose the number to start with

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Task Three

Select a sample of 30 students out of the 900 students with males and females being evenly divided.

– Females: 90; males: 810– 15 out of the 90; 15 out of the 810 by a

systematic random sampling

90/15=6; 810/15=54

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A brief table of random numbers

91567 42595 27958 30134 04024 86385 29880 99730

46503 18584 18845 49618 02304 51038 20655 58727

34914 63976 88720 82765 34476 17032 87589 40836

57491 16703 23167 49323 45021 33132 12544 41035

30405 83946 23792 14422 15059 45799 22716 19792

09983 74353 68668 30429 70735 25499 16631 35006

85900 07119 97336 71048 08178 77233 13916 47564

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Task ThreeSelect a sample of 30 students out of the 900 students with males and females being evenly divided.

– Females: 90; males: 810

– 15 out of the 90; 15 out of the 810 by a

systematic random sampling

90/15=6; 810/15=54

56, 62, 68, 74, 80, 86, 92-90=2, 8, 12,

18, 24, 30, 36, 40, 46

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A brief table of random numbers

91567 42595 27958 30134 04024 86385 29880 99730

46503 18584 18845 49618 02304 51038 20655 58727

34914 63976 88720 82765 34476 17032 87589 40836

57491 16703 23167 49323 45021 33132 12544 41035

30405 83946 23792 14422 15059 45799 22716 19792

09983 74353 68668 30429 70735 25499 16631 35006

85900 07119 97336 71048 08178 77233 13916 47564

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Task ThreeSelect a sample of 30 students out of the 900 students with males and females being evenly divided.

–Females: 90; males: 810–15 out of the 90; 15 out of the 810 by a

systematic random sampling

90/15=16; 810/15=54

F: 56, 72, 88, 104-90=14, 30, 46, 62, 78, 94-90=4

20, 36, 52, 68, 84, 100-90=10

M: 674, 728, 782, 836-810=26, 80, 134, 188, 242,

296, 350, 404, 458, 512, 566, 620

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Convenience samplingDespite our best efforts, it is often impossible to do

strict random sampling in our actual research

especially for individual researchers. Often,

instead of strict random sampling techniques, we

simply use convenience sampling, i.e. elements are

selected for the sample for the convenience of the

researcher. In other words, the researcher tends

to choose subjects that are readily available.

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What needs to be considered in subject selection?

• A large sample size or a relatively small one?

• A random sample or a convenience sample?

• Longitudinal or cross-sectional?

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A large sample size or a relatively small one?

Based on my understanding of the statistical

requirement, the smallest sample for a

survey is no less than 30 while a large

sample, is no less than 500. If your study

needs to compare two or three groups, then

each group requires to be no less than 30.

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A random sample or a convenience sample?

• As a graduate student, you more often

than not cannot obtain a random sample

due to many practical constraints.

• For a convenience sample, you need to

decide on the procedures by which the

subjects are chosen.

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For example, is your sample obtained on a voluntary-basis or based on the subjects’ L2 proficiency levels or through the teachers’ recommendation? Obviously, the subjects who voluntarily join the study won’t have any cooperation problem in data-collection but may be less representative because the students who volunteer are likely to be among the more motivated ones. Taking an intact class as a sample will be better than the volunteers if you want the study to be more generalizable.

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Longitudinal or cross-sectional?• If a study is to detect changes or reveal

developmental patterns in certain variables, then the subjects need to be studied at several points of time. In this case, the subjects form a longitudinal sample.

• However, sometimes, the researcher cannot afford the time to follow up the same group of subjects for several years, you choose a cross-sectional sample in which the subjects who are selected from Year One through Year Four are studied only once.

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Decide which random sampling technique will be better used in the following study:

In 1999, 180 students were enrolled in the School of Foreign Studies at Nanjing University. Among them, 70 were majoring in English, 25 in French, 24 in German, 26 in Japanese, 20 in Russian and 15 in Spanish. How can we get a representative sample of 30 to represent the 180 students?

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English: 30 x 70/180 = 30x0.39 12

French: 30 x 25/180 = 30x 0.14 4

German: 30 x 24/180 = 30x0.13 4

Japanese: 30 x 26/180 =30x0.14 4

Russian: 30 x 20/180 = 30x0.11 3

Spanish: 30 x 15/180 = 30x0.08 2

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English: 70 x 30 /180 = 70x0.17 12

French: 25 x 30/180 = 25x0.17 4

German: 24 x 30/180 =24x0.17 4

Japanese:26 x 30/180 =26x0.17 4

Russian: 20 x 30/180 = 20x0.17 3

Spanish: 15 x 30/180 = 15x0.17 2

29?

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Homework • Try to examine the internal validity of items in the

questionnaire given and try to revise it. Next week, we will have a discussion on the questionnaire in a small class.

• Construct a questionnaire to answer your own research question. In addition to a complete questionnaire, you should also include the following information:

– one research question; what kind of information you would like to obtain; what kind of scaling techniques you would like to employ; what categories you plan to have.

– Please bring 6 copies to class next week.