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A Journal Study of the Spoken English Learning Experience of Prospective International Teaching Assistants

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A Journal Study of the Spoken English Learning Experience of Prospective International Teaching Assistants A JOURNAL STUDY OF THE SPOKEN ENGLISH LEARNING EXPERIENCE OF PROSPECTIVE INTERNATIONAL TEACHING ASSISTANTS DISSERTATION Presented in Partial Fulfillment of the Requirement for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Fernanda Patricia Capraro ***** The Ohio State University 2002 Dissertation Committee: Professor Keiko Samimy, Adviser Approved by Professor Gail McCutcheon ______________________________ Adviser Professor Alan Hirvela College of Education ABSTRACT This journal study was conducted in an intermediate Spoken English (SE) course at a large Midwestern university. The purpose of the study was to describe and explore the SE learning experience of prospective international teaching assistants (ITAs) in order to improve the teaching and learning in SE courses. Five Asian student volunteers were selected to participate in the study. Journal writing served as the primary methodological tool. The participants wrote eight weekly journal entries on specified topics of their SE learning experience. Using the journal entries as a frame of reference, I conducted three interviews with each participant. In addition, I wrote classroom fieldnotes. conducted member checks, and included other data such as, video presentation notes, speaking practice notes, and Exit Interview notes. Five main themes emerged. The first theme was that the participants’ prior EFL learning and obstacles in their interactions with native speakers did not allow them to practice their spoken language. The second theme was that pronunciation, vocabulary, and fluency were main concerns in their SE learning. Third, instrumental motivation played an important role in their learning. Fourth, the participants experienced positive changes in their attitude and thinking towards learning SE. Fifth, reflection made a difference in their SE learning. ii Five conclusions were made from these findings. First, reflection activities should be an important part of ITA SE courses. Second, ITA learners need to be encouraged to make positive changes in their thinking and attitude about learning SE, because these changes seem to have a beneficial effect on their language learning. Third, because motivation plays a significant role in the ITAs’ passing the university SE requirement, it is important that the learners think about what they are doing to accomplish this goal. Fourth, ITAs need to be more responsible toward, reflective on, and aware of their SE learning than they currently are in SE courses. Finally, increased awareness of factors in the EFL and ESL setting that affect the ITAs’ learning of SE will help instructors and tutors, as well as ITAs and their advisors or other professors, in understanding the SE learning process of ITAs. iii Dedicated to my family iv ACKNOWLEDGMENTS I wish to thank my adviser, Keiko Samimy, and my other committee members, Alan Hirvela and Gail McCutcheon, for their patience, support, and guidance while designing, conducting, analyzing, and writing up this study. I also thank the five participants - Tadashi, Ho Yeon, Xiaolan, Qizhen, and Seung-Ho - for making this study possible. I learned a lot about teaching and learning spoken English from them. I am grateful to Mrs. Miller and Professor Dellas for being inspiring models of caring and creative teachers. They taught me that in order to develop my teaching skills, I must first work on myself as a person. I would like to thank the Spoken English program for recognizing my potential as a Spoken English teacher. This study came to fruition because of their faith in my professional growth. I wish to thank my immediate family, Mario, Giusepppina, Giancarlo, and Gisella, and also my extended family. They believed in my ability to achieve this goal. Many of them have their own stories to tell about learning spoken English. v I would like to thank Marinus, Tona, Megumi, Connie, Solomon, Naomi, Mary, and my other classmates for paving the way before me. Their guidance and friendship was an enriching aspect of the journey. I also wish to thank Bang-Chool for being a dear and loyal friend. He taught me to see things in a different way. I am grateful to Peter Brandt for his computer skillfulness and Anne Brandt for editing the manuscript. I would also like to thank Mr. and Mrs. Gehrman and Pia and Raimondo Bianchi. I have respected their wisdom and enjoyed their company. Finally, I wish to thank Tea Time, Genji, and Hikaru, my affectionate animal companions. I will cherish many wonderful memories of them. vi VITA July 6, 1961 ....................................... Born - Cassino, Italy 1988................................................... M.A. Spanish Literature, Wayne State University 1988 - 1992........................................ Lecturer, Spanish Wayne State University University of Michigan, Dearborn 1992 - 1993........................................ Part-time Instructor, Spanish Columbus State Community College 1993 - 1994........................................ Graduate Teaching Assistant, Spanish The Ohio State University 1995 - present .................................... Graduate Teaching Assistant, Spoken English The Ohio State University 1996 - 1996........................................ Graduate Teaching Assistant, Italian The Ohio State University FIELDS OF STUDY Major Field: Foreign Language Education vii TABLE OF CONTENTS Page Abstract ........................................................................................................................ii Dedication ...................................................................................................................iv Acknowledgements ...................................................................................................... v Vita .............................................................................................................................vii List of Tables ..............................................................................................................xii List of Pronunciation Symbols...................................................................................xiii Chapters: 1. Introduction ............................................................................................................ 1 2. Literature Review ................................................................................................. 13 2.1 Definition of Terms .................................................................................. 13 2.2 Review of Literature ................................................................................. 17 2.3.1 International Teaching Assistant Research ................................... 17 2.3.2 Journal Studies ............................................................................. 22 2.3.3 Learning Strategies........................................................................ 30 2.3 Summary .................................................................................................. 37 3. Methodology ........................................................................................................ 39 3.1 Conceptual Framework ............................................................................ 39 3.2 Methods and Procedures .......................................................................... 43 3.2.1 Site and Participants ...................................................................... 43 3.2.2 Researcher Role............................................................................. 49 3.2.3 Data Collection.............................................................................. 54 3.2.4 Verification.................................................................................... 60 viii 3.2.5 Data Analysis ................................................................................ 62 3.2.6 The Narrative................................................................................. 64 3.3 Summary ........................................................................................... 65 4. Case Studies 1-3 .................................................................................................... 66 4.1 Case Study 1: Tadashi .............................................................................. 69 4.1.1 Profile ............................................................................................ 69 4.1.2 Spoken English Difficulties........................................................... 71 4.1.3 Formal Instruction and Interaction ............................................... 74 4.1.4 Feelings about University Requirement ....................................... 78 4.1.5 Communication Focus................................................................... 80 4.1.6 Areas of Progress........................................................................... 83 4.1.7 Strategies to Improve Spoken English ......................................... 85 4.1.8 Changes in Attitude, Thinking, and Personality ........................... 87 4.1.9 New Things Learned .................................................................... 89 4.1.10 Effects of Reflection on Learning ................................................ 91 4.2 Case Study 2: Xiaolan ............................................................................. 93 4.2.1 Profile ............................................................................................ 93 4.2.2 Spoken Language Difficulties .....................................................
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