Testing Hypotheses
Explain the hypotheses about teaching that you decided were MOST worth testing, and why.
I have decided that it's worth testing the following hypotheses about my teaching. I have combined some specific ones from the 6 before into only 3 major hypotheses. I regard all three to be worthy of being tested.
Hypothesis 1: The focus on extensive reading (as part of instruction) would increase the reading comprehension ability of English language learners in my inquiry group.
This is where their exposure to comprehensible input in English language (in and out of class) will be increased and they will engage in increasing their ‘reading milage’ through reading books of their choices, at the right levels of difficulties, and for pleasure. This might contribute specifically to the development of vocabulary through (incidental learning), decodings, forms, and language comprehension which are domains of reading comprehension ability.
What is an extensive reading?
Extensive reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. These are some characteristics of extensive reading:
- Reading material - reading for pleasure which requires a large selection of books be available for students to choose from at their level. There is a greater chance books will be borrowed from the library or online.
- Student choice - students choose what they want to read based on their interests and levels.
- Reading for pleasure and information - the students are reading principally for the content of the texts.
- Extensive reading can be out of class and teacher can encourage students to take books home.
- Silent reading in class - extensive reading should not be incompatible with classroom practice and methodology. Set aside a regular fifteen-minute or more periods of silent reading in class.
- Language level - objective of an extensive reading programme is to encourage reading fluency, so students should not be stopping frequently because they do not understand a passage.
- Use of dictionaries - dictionaries should be avoided. Instead of interrupting their flow, students should be encouraged to jot down the words they come across in a vocabulary notebook, and they can look them up after they have finished reading.
- Record keeping - a record of what students are reading can be kept, this can in itself encourage students.
- The teacher as role model - if the teacher is also seen to be a reader by the students, then they will be encouraged to read.
Why is it worthy testing this hypothesis?
As shown in my previous blog, this is an evidence-based approach which is well supported by research findings to have a positive impact not only in L1 language acquisition and learning, but in second language acquisition and learning and literacy.
Further, this is a very effective approach in increasing the exposure of English language learners in my inquiry group to English as a second language. This is very much needed because they came from their first language backgrounds which had very limited exposure to English as a second language.
Hypothesis 2: The use of intensive reading with explicit and focused instruction on aspects of language would help increase the reading comprehension ability of English language learners in my inquiry group.
The focused aspects of the language will be on different text types or genres and their features, different reading strategies, vocabulary development, and language comprehension.
What is an intensive reading?
Intensive reading is a reading approach which involves learners in reading with specific learning aims and tasks. This is with the help of a teacher. Instruction needs to ensure that learners focus predominantly on meaning. It is a careful and close read of a text with intention of gaining an understanding of as much details of the text as possible eg focus on new vocabulary, grammatical forms, purpose of author, structure, and text features. This involves using reading strategies such as skimming, scanning, and other reading strategies to comprehend specific and detailed information from the texts.
This is what Dr Jannie van Hees refers to as taking quantity and quality of texts and 'dive deep' into the text for information. It aims at accuracy and has such benefits as enhancing language comprehension, understanding language structures, and even critical thinking.
Why is it worthy testing this hypothesis?
Similar to extensive reading, this is an evidence-based approach which is well supported by research findings to have positive impacts not only in L1 language acquisition and learning, but in second language acquisition and learning, and literacy learning.
Further, this is a very effective approach in increasing the exposure of English language learners in my inquiry group to English as a second language. This is very much needed because they came from their first language backgrounds which had very limited exposure to English as a second language. More importantly it increases the domains of reading comprehension - decodings, vocabulary, and language comprehension.
Hypothesis 3: If I focus on lowering the ‘affective filters’ in ELLs of my inquiry group, their motivation and confidence may develop to engage them more and better in their reading (through the extensive and intensive reading offered in class). This might contribute to an increase in their reading comprehension.
What is 'affective filters' hypothesis?
Although Krashen's affective filters hypothesis is part of his second language acquisition theory and has received some reservations from some scholars, I still feel it has a part to play in the process of second language learning. It may not have a causal effect on the second language learning but its role is very facilitative in nature and can still have impacts. Those affective filters may better facilitate or hinder the learners from engaging most effectively in reading and learning. This will indirectly affect reading comprehension.
Ricardo E. Schutz (2019) refers to those affective filters as variables such as motivation, self-confidence, anxiety and personality traits and they may be having impacts on English language learning. Krashen claims that learners with high motivation, self-confidence, a good self-image, a low level of anxiety and extroversion are better equipped for success in second language acquisition. Low motivation, low self-esteem, anxiety, introversion and inhibition can raise the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. So when the filter is up, it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place.
The English language learners in my inquiry group are already having a sense of inadequacy, low confidence, embarrasment, low self image and anxiety because they are aware of the low level of English they have and the views of other students on them. They are shy to read or speak English in and out of class, and they are doubtful as to whether they can improve or not.
For each of your hypotheses, explain how you will test it and what evidence would support (or refute) that hypothesis
To test my hypotheses 1 & 2, I would be using the same proficiency tests used before the intervention to measure their reading comprehension ability and vocabulary (post intervention assessments) - STAR, PAT, and vocabulary. I would be looking for shifts in their performance to be able to support my hypotheses. If there are no shifts or there are drops in the results, then that would refute the hypotheses.
To test hypothesis 3, I would use the same qualitative interview and questionnaire (post intervention assessments) to find out what the learners would say after the intervention. More positive motivation, confidence, and like of reading and learning of English might be evidence to support the hypothesis. Any positive shifts in their reading comprehension performance would also help to support this hypothesis.
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