Evaluating the Effectiveness of an Active Learning Strategy Curriculum that Promotes K2 Young Learners' English Communication Ability

Michael Underhill

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Master's Thesis from the year 2014 in the subject Pedagogy - Miscellaneous Topics, grade: Pass, , course: TESOL Young Learners, l...

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Master's Thesis from the year 2014 in the subject Pedagogy - Miscellaneous Topics, grade: Pass, , course: TESOL Young Learners, language: English, abstract: The basis of the research study aims to evaluate a new 'ESL Curriculum for Young Learners' resulting in the creation of an accompanying syllabus for the curriculum and the development of 'Active Learning Strategies' lesson plans that root their success in the research of Vygotsky, Gardner and Piaget. The research will follow three phases of investigation. Phase I is the creation of materials such as questionnaires for parents, administrator interview, peer observation of the teacher by a professional in the field and reflective inquiry in the form of a teacher's journal. Phase II of the research monitors the implementation of pre-tests and post-tests to gauge the accuracy of the statistical data followed by Phase III which will present and evaluate various treatments in an attempt to arrive at positive outcomes. Treatments incorporated detailed quantitative and qualitative data to explore the implementation of a new ESL curriculum for young learners. Data collecting included a pre-test and post-test analysis and formative assessment criteria and data reporting, while a parent questionnaire, peer review, interviews with the director of the program and a student portfolio yielded additional information. Data analysis consisted of recording percentage, mean and standard deviation. A teachers log and a self reflective journal also made an impact in evaluating the qualitative data. The participants in the study were two pre-school classes of children from ages 4 and 5 years (total 24). These children attend a private institution and they are part of the Native Speaker Program at the school. The school is located in Northern Thailand in the city of Chiang Mai. Participant's progress was tracked over a two term period (2011-2012) to compare the old curriculum results and evaluations using an updated, newly revised curriculum based on the current European Framework and contemporary research in reputable published academic journals. Themes addressed in the research are teaching young learners, teacher critical self-reflection, review of statistical data and evaluations written in a teachers log for the past two years. Maintaining the motivation level of young children learning English as they prepare for a future where English language competence is monitored and mandated by the Thai government will be examined as well as sub- topics like classroom management and teacher enthusiasm.