Views of ESOL Learners on Class Trip - Case Study Example

Views of ESOL Learners on Trip Views of ESOL Learners on Trips Introduction Education is one of the processes in acquiring information, it is important for one to obtain better learning process. There are different types of learning, for instance, regular, distance learning and part time learning. Furthermore, there exist some special forms of learning that many people may take in order to full fill their desire, such as desire to learn other languages. One of the most common learning processes practiced in most developed countries is the English to Speakers of Other Languages (ESOL) learning, where ESOL learners who are non English speakers are given the opportunity to learn English language (Chen, 2012, p95). In order for these learning processes to be effective, there is a need for the learners, not only to focus on the class work based on theories but also practical lessons that involves class trips. This is important because through such trips, they are in the position of meeting and interacting with other English speakers, which in the process enhances their communication skills. Thesis Based on the desire for a better learning process for ESOL Learners, this project provides information on the investigation on type of evolution tool used and the evolution question that are guideline to the investigation done on 20 ESOL Learners on a class trip to the Mossman Collection Museum in England as part of extra-curriculum activity for their learning process. Moreover, it provides the methodology used in gathering information on the response of the learners, findings, evaluation of the findings, recommendations and conclusion of the trip. Evaluation Tool For any investigation process to be effective, investigators are required to select the best evaluation tool depending on the need for the investigation. An evaluation tool is an instrument that helps in the determination of the response of an investigation. Although there are different types of evaluation tool, the only tool of investigation used in this project is the Human Factor Evaluation Investigation (Cambridge ESOL, 2010, p24). This form of investigation is the best for this project because it focuses on the communication, behavioral response, attention and the memory of the ESOL Learners. Through these areas, one is capable of determining the understanding of the learners, which helps in drawing conclusions on their progress in learning languages. Consequently, Human Factor Evaluation Investigation covers most of the areas of interest in regards to the investigation, it was chosen as an appropriate for the investigation. Evaluation Questions After the selection of an appropriate evaluation tool to be used during the research period, an evaluation questions are constituted. These questions are helpful as they act as guideline during the period. Therefore, some of the questions that were developed include response of the learners towards the change of the surroundings. During the research period, the 20 learners were taken to the museum, where they could interact with other English speakers and know more about the history of the English language (Liu et al, 2012, p325). As requested, the workers in the museum were to speak in English language only. Consequently, the level of understanding would be tested at the end of each level of the visit through the asking of questions related to all the information provided. Another question that was helpful during the period was is there any improvement in their communication, do they follow the norms of communication. Moreover, during the period of investigation, it would be better when the question of understanding and helpfulness of the trip to the learners. This would help to know whether such extra-curriculum activities are important to such learners. Methodologies During any research process, there are various activities that are mandatory for the people involved. These processes include data collection, which is the process of using a proper method of data collection for collecting information. After the collection of the information, the information need to be studied carefully, compared and summarized in order to come up with accurate information about the research. Moreover, the information should be put into trial for the efficiency of the information to be tested to determine the quality of the research in relation to its intended purpose (Pitt, 2008, p20). Hence, before the conduct of this research, various methodologies were considered but only three of the methods of data collection were chosen. These include observations, which also focuses on the direct observation and indirect such as visual observation. In visual observation, various photographs, audios and videos were taken during the process for data analysis at the end of the investigation. Therefore, during the research, the reactions of the ESOL Learners were observed. For instance, learners’ reactions and public relation with other English speakers were observed keenly to check on their interest in understanding and knowing the language. These were noted down differently as most of the students have diverse reactions and relations. On the other hand, the use of visual observation was recommendable as it helped in taking audio and video of their conversation during the process (Rashed, 2008, p145). These acted as real information as they could be revisited and watched during the analysis of data. Apart from the observation, another methodology that was found to be suitable is the use of questionnaires. This is the form of data collection that focuses on the provision of short form test on the language. Thus, the difference between questioners and examinations that are provided in class at the end of the units is that they are direct questions that require direct responses, yes or no. Consequently, these questions were provided to the learners at the end of the period so as to know whether the trip was useful to them. Moreover, another reason for the questioners was to determine whether these students took note of the activities taking place during the investigation as most of the questions were related to the activities of the museum. Besides, conduction of interviews was one of the methodologies that were also used during the research period. Through interviews, students were grouped into twos, and were to be interviews with the formed committee (Florez, 2001, p1). Just like in many interviews, it was also conducted through verbal communication to test the fluency of their communication. This was apposite as they have learnt for longer period enough for their communication to be tested. As a result, the use of the above methodologies was very useful in the collection of data during the investigation as they covered wider areas of the research. Moreover, they helped in the collection of various information based on different areas of learning of the English language, which are later to be used in improving the learners process of learning. Findings Through the use of the methodologies, there are various information that was drawn in relation to the response provided by the learners, either through writing, verbal communication, and facial expression among others. For instance, through observation, it was noted that students were interested in asking relevant questions about the language and insisted on some of the ways in which they could easily learn the language (Pitt, 2005, p127). This was shown in one incident where some students insisted on the pronunciation of some words in order to be well conversant with them. Another finding of the students was noted through the methodology of observation is the reaction of the students under new watch and guidance. This was to know their behavior and interest in regards to their education. According to the report gathered, they behaved even better under such incidents, indicating their desire to learn more even in a new environment. There was another approach taken by the students that was more interesting and helpful to their learning process that was observed during the trip. They were not only interested in known the language for communication but also interested in the ascent as some of the learners would wish to become journalist in England. Therefore, it would be better if they learn tone variation during their learning process. Although they do learn these in class but they found it easier to learn by copying the way other people they interacted with were communicating (Liu et al, 2012, 324). With interviews, which were conducted by strange people to their normal tutors, shows that they had better pronunciation of some English words even better that the English speakers. This showed better improvement of their learning progress. Although the finding collected had more positive values, there are some of the challenges that these students experience during the trip. Some of the challenges experienced were difficulties in understanding full communication from the people they interact with. Therefore, it was difficult for these people to fully understand their tutors during the trip. Data Analysis After the collection of data and findings during the research process, the collected data was analyzed for the drawing of accurate information for the conclusion of the report. Hence, all the information that was available was studied in details, which involves the comparison of the information collected. During the comparison of such information, there were some difficulties that were experienced. For instance, some of the information that was collected for comparison was contradicting, making it difficult for this information to be merged for final conclusion to be made. In order to deal with this problem, the information gathered had to be synthesized through a validation process (Esteves et al, 2012, p16). Therefore, information with lesser weight was done away with while the one with more weight were taken into consideration. After ensuring that all the information synthesized was relevant, they were recorded and stored for further references. Through the recorded information, it would be therefore, for tutors and other researchers to have a better understanding of ESOL Learning and be able to provide a better learning process in the future. Recommendations After ensuring that better data analysis had been achieved, it was important for the provision of some of the recommendations on the trip in relation to the ESOL Learning process. One of the recommendations that may be produced from the extra-curriculum activity of the ESOL Learners is that for the better learning process to be realized, extra-curriculum activities provide one of the best basis of learning. For instance, through such activities, learners have the opportunity to interact with others, making it easy for them to easily understand the concept of learning (Coffield & Edward, 2009, p371). This move is also important because it provides learners with change in the environment, which is also important for learning purposes. Moreover, museums act as better sources for historical information of languages. This is because all the information such as the origin of such languages is connected through cultural practices of any community. Hence, by getting such information from the museum, learners develop a better interest in such learning’s. Consequently, even research should also depend on these historical sites for their information. Conclusion Due to the rapid interaction of different people from different ethnic groups through various activities such as sports and trade among other activities, it is important for ESOL Learning to be practiced. This will make such interactions to be effective as it solves the problem of the language barrier as compared to the interaction where communication is a problem. Therefore, tutors and students who are involved in such practices need to make sure they use the appropriate approach to facilitate better learning process of learning languages. References Cambridge ESOL. 2010. Cambridge Young Learners English Tests Flyers Student’s Book: Examination Papers from University of Cambridge ESOL Examinations, Volume 7. Cambridge: Cambridge University Press. 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