What Helps TESOL Methods Students Learn: Using Q Methodology to Investigate Students' Views of a Graduate TESOL Methods Class

Autor/inn/en	Collins, Linda; Angelova, Maria
Titel	What Helps TESOL Methods Students Learn: Using Q Methodology to Investigate Students' Views of a Graduate TESOL Methods Class
Quelle	In: International Journal of Teaching and Learning in Higher Education, 27 (2015) 2, S.247-260 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Methods Courses; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Teacher Education; Language Teachers; Likert Scales; Teacher Characteristics; Student Attitudes; Course Content; Factor Analysis; Learning Processes; Peer Relationship; Feedback (Response); Course Descriptions; Preferences; Graduate Students; Masters Programs; Correlation; Learning Activities; Q Methodology; Mixed Methods Research + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Likert-Skala; Schülerverhalten; Kursprogramm; Faktorenanalyse; Learning process; Lernprozess; Peer-Beziehungen; Kursstrukturplan; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Korrelation; Lernaktivität
Abstract	The direction of university courses is often guided by the results of traditional Likert scale student evaluations. Most of these focus on instructors' characteristics and frequently do not provide useful insights into students' learning preferences or feedback regarding specific activities and projects in the courses. This study, carried out in a Midwestern U.S. university, reports the use of Q methodology to capture students' views of 35 activities in a graduate TESOL (Teaching English to Speakers of Other Languages) Methods course as to which were most helpful and least helpful to learning course content. During the last class of the semester 19 students carried out Q sorts about different aspects of the methods course. Factor analysis showed how participants grouped onto 3 factors, expressing 3 unique views on how helpful the 35 different course activities were to their learning. The majority of the students were "group-centered learners" who learned best through various face-to-face interactions with classmates. Two were "self-centered learners" who learned best by working independently, then receiving feedback. One learned best through the course's online activities. Analysis of students' different views helped researchers determine whether to redesign various aspects of the course to meet different learning preferences. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01