奥克兰作业代写:数据收集过程

2017-08-12 16:29

这项研究的数据分析将在数据收集过程中开始。分析定性资料，最好是做到同时与数据采集（如韦氏，2009）。分析将集中在学习策略的学生就业任务的完成过程。这种学习策略的探索是分析数据的主要工具。分析将基于口语交际策略量表（一些事宜）由Nakatani（2006）认为学习策略意识认知行为两大类，即应对说的问题和应对策略的听力问题。听力策略由8个因素组成，听力策略由7个因素组成。我还将根据口语交际水平分析学生的学习策略：高年级学生、中级学生和低年级学生。附录6显示了数据分析的主要框架图。由于本研究涉及多个学科，数据分析将在随后的案例分析案例分析。回答第二个问题，我会分析数据，按时间顺序从开学到学期结束的时候。将有三期，一期占地五周实施TBL年代学分析。这是对学习策略使用的变化。对学生资料和教师的学习对学习策略发展的影响的看法将回答第三个问题。这可能是对学生和教师认知差异的探索。也有可能是在教师的认知差异分析在TBL实施任务型语言教学的实施后。
奥克兰作业代写:数据收集过程
The data analysis of this study will begin during the data collection process. To analyse qualitative data, it is preferred to do it simultaneously with data collection (eg. Merriam, 2009). The analysis will be focused on students' employment of learning strategies during the accomplishment of TBL. This learning strategy exploration is the main tool to analyse the data. The analysis will be based on the Oral Communication Strategies Inventory (OCSI) developed by Nakatani (2006) which sees learning strategies as conscious cognitive behaviours with two main categories namely strategies for coping with speaking problems and strategies for coping with listening problems. The speaking strategies are composed of 8 factors while the listening strategies consist of 7 factors. I will also analyse students' employment of learning strategies based on their oral communication levels: students of high rank, of middle rank, and of low rank. Appendix 6 shows the diagram of main framework of the data analysis. Since this study involves more than one subject, the data analysis will be within-case analysis followed with across-case analysis.To answer the second research question, I will analyse the data chronologically from the beginning of the semester until the end of the semester. There will be three periods of chronological analysis with one period covering five-week implementation of TBL. This is to analyse the change of learning strategy use.Data on students' and the teacher's perceptions of the impact of TBL on the development of learning strategies will answer the third research question. This may be an exploration of differences between students' and the teacher's perceptions. There may also be an analysis of differences in the teacher's perceptions before the implementation of TBL and after the implementation of TBL.

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