Action Research Approaches to Analysis Research Paper

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Do you ever read English for pleasure? If yes, include follow-up question below.

Follow-up: What do you like to read in English? [Interviewer could have several examples of ESOL reading materials to help identify specific examples here.]

3. Do you seek help when you don't understand something you read? If no, include follow-up question below?

Follow-up: Are there peer-tutoring resources available to you? Have you used these resources in the past? If so, what was your experience?

The results of the interviews could also be tabulated using this instrument.

E.

Recommendation as to Which Research Scenario Would be Most Beneficial to the Instructional Setting or Field

Taken together, the foregoing research approaches have their respective advantages and disadvantages, but overall, the quantitative action research approach appears to possess several attributes that make it the most appropriate for the purposes of the type of study needed to improve motivation to read among ESOL students.

1.

Justification in Support of Recommendation. Based on the need to "get the most bang for the research buck," the use of the qualitative case study method appears to represent the most beneficial approach for many ESOL classrooms today.

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By interviewing several young ESOL learners concerning their experiences with vocabulary instruction and its potential effect on reading, new insights and theoretical views can be propounded. For instance, Neuman emphasizes that, "Case study research raises questions about the boundaries and defining characteristics of a case. Such questions help in the generation of new thinking and theory" (p. 33).

F.

Literature Review: Five Sources that Support the Need for the Recommended Study.

Kartal, G. (2006). Working with an imperfect medium: Speech recognition technology in reading practice. Journal of Educational Multimedia and Hypermedia, 15(3), 303-305.

Reinking, D., & Watkins, J. (2000). A formative experiment investigating the use of multimedia book reviews to increase elementary students' independent reading. Reading Research

Quarterly, 35, 384-419.

Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 260-407.

Szecsi, T. & Giambo, D.A. (2004). ESOL in every minute of the school day. Childhood Education, 81(2), 104-106.

Wiley, T.G. & Hartung-Cole, E. (1999). Model standards for English language development:

National trends and a local response. Education, 119(2), 205......

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