Kathleen Corrales
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1236-Texto del artículo-12330-1-10-20111214
PARTICIPANTS The class under study was composed of 16 uni- versity students between the ages of 17 and 22 from various semesters in their academic medical program. This means that some students had already studied some of the content that would be covered in this course in spanish and others had not. Initially, a background survey was applied to obtain data on the learners’ English-language experience. From this information, we selected the four members of the class for our focus group, two males ( AK and KR ) and two females ( MJ and ML ). The researchers choose one “highly proficient” student, one “middle-level” student, and two “low” students. only these students participated in semi-structured interviews carried out at the end of the semester. DATA COLLECTION once a month during the semester, the partici- pants were asked to complete a learning journal during the last 15-minutes of their class session. Instead of having students write in an open- Z o N A P R ó x I M A N º 15 (2011) Págs. 40-53 45 Student perceptions on how content based instruction supports learner development in a foreign language context forum diary, we decided to apply five learning journals throughout the semester with four or five questions on each. students were asked to write their responses in spanish in order to have the most detailed information possible, but some decided to answer in English. Because it was the first time the students ever used this type of data collection tool, we decided to use the first journal as a pilot. Thus, the information reported in this study is taken from journals two through five. Because of attendance issues, we had the following number of participants for each journal: Journal two—13 participants, Journal three—16 Download 329.3 Kb. Do'stlaringiz bilan baham: |
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