With globalization and advancements in the field of information and technology, the world has turned into a small global village, where entire human race has come under one linguistic connection that is of English language (Al-Osaimi, 2010)…
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Particularly, I have endeavored to identify research questions that will be beneficial for both students, as well as will be in accordance with Christian worldview that affects personal teaching practice. During selection of research questions, it was an attempt to ensure greater number of opportunities for students to think more critically about descriptive grammar, as it relates more with Christian worldview of humans having the ability to reason. In addition, I will often put efforts to make students uncomfortable in terms of confronting them with situational questions; will be a way of stretching students to come out of their thinking boxes that will open up their minds and outcomes will be more efficient. Moreover, in my teaching practices, and particularly, in identified research questions for this action research project, I will be focusing on larger principles of descriptive grammar rather than details of the grammatical units, as I will want the students to acquire skills for implementing the learnt knowledge rather than considering it as only a topic (Long, 2009). For instance, it will be very imperative for students to learn that there is no existence of right language or wrong language from the perspective of descriptive grammar contrary to prescriptive grammar (Hommady, 2011). Acquisition of such understanding will be possible with application of learnt knowledge in conversations rather than in tests. Methodology Participants & Materials For the proposed action research, I have chosen students of Grade VII of an elementary secondary school. Particularly, participants will include twenty-four students of Grade VII that will be distributed in a group of six, resulting in four groups in the class. In addition, I will choose the students on random basis; however, their distribution of groups will be based on their previous results of English language test that will help me in identifying impact of methodology on different groups of students based on their abilities and skills. Besides participants, materials will include a handout based on 3-2-1 chart that is as follows: 3 THINGS YOU FOUND OUT: 2 INTERESTING THINGS: 1 QUESTION YOU STILL HAVE: Abovementioned chart will help me in evaluating progress of the students in different groups. Particularly, at the end of the action research, students will be required to fill out the chart in which, they will try to indicate three things that they learnt during the session along with indicating two any interesting things that they felt or found during the proposed action research. These two things can either be related about descriptive grammar and can be about different group activities that will be part of the proposed action research. Lastly, the chart will ask them to write down one question that they still have about the descriptive grammar. This section will help me in planning subsequent sessions to enhance and improve understanding of learners. Data
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