Methodology
Research Questions
Your Ch. 3 should generally follow this format:
Introduction
Research Questions
Research Design
Participants
Instruments
Data Collection Procedures
Data Analysis Procedures
Chapter Summary
Purpose of the Study
This study aims to look at incorporating the social-emotional learning (SEL) in online learning, the human connection, instructor emotional presence, and customized learning/personalized learning; this is, the ability of teachers to meet each student’s interests, strengths, and needs, and to design a unique plan for each one in an online EL learning context. In addition, the study will identify the human elements barriers to students being fully active and motivated in virtual learning. This research will help EL instructors concentrate on the characteristics that assist them in creating positive and meaningful online learning settings.
It is anticipated that the study findings will help EL educators and ELLs make virtual learning more relevant and motivating. The research will further explore how EL educators might enhance virtual education environments and more closely mimic traditional lectures (creating interactive online learning), reducing any potential negative impact due to EL instructors' lack of physical presence in the classroom. Consequently, EL educators will be able to create a more welcoming and relaxing environment for digital learning. Lastly, by including human factors into EL learning systems, the study aims to assist instructors in bridging the gap across EL digital learning and EL traditional settings in terms of virtual human relationships: student-student relationships, instructor-instructor connections, and the overall learning community.
- In what ways do online English students understand instructors’ human elements in the delivery of their lessons?
A. What are online English students’ perceptions of human connections- student to students and students to instructor- in synchronous learning?
B. What are online English students’ perspectives toward online teachers’ awareness of and strategies used to customize online learning for each student's strengths, needs, skills, and interests?
C. To what extent do online English students perceive instructor positive emotional support and positive behavior to promote an emotionally safe learning environment in online learning?
Research Design and Instruments
The study used a mixed method Design to provide more comprehensive evidence to study the research problem instead of solely relying on quantitative or qualitative research. Indicate methodological integrity, quantitative validity and reliability, and mixed methods validity or legitimacy. Further assessments of mixed methods integrity are also indicated to show the quality of the research process and the inferences drawn from the intersection of the quantitative and qualitative data (Arango-Morales, et al., 2019).
Survey links with (------)statements about online ELs’ perception of integrating human elements in online learning were distributed through social media, TESOL websites, and blogs. It further distributed privately individual EL teachers’ emails who worked in schools in the United States offering EL online classes. The survey link also was posted publicly on TESOL groups on Facebook and LinkedIn websites.
Qualitative research involves examining and describing, in a detailed and
comprehensive way, a social or human condition. The perspective of the individuals
involved is a central element (Creswell, 2009). At the end of the survey, participants will meet whether agree to participate in a follow-up interview. A semi-structured interview was designed to understand deeply students’ understanding and perception of human elements and emotional connection in EL online learning. The questionnaire and semi-structured questions were deemed exempt from institutional review board (IRB) oversight.
Participants
Participants identified as being currently enrolled in online EL classrooms, identified as English learners in the United States from different levels of English proficiency, and over the age of 18. A total of (-------) participants completed the online questionnaire voluntarily over the course of (----------). Itemized statements centering on human elements, emotional connection in online learning format, and student perspectives of EL teachers integrating the human elements in the online learning were provided using a Likert scale from 1= strongly agree to 5= strongly disagree. Demographic information from participants includes gender, age, and self-identifying English proficiency.
At the end of the survey, individuals were asked to participate in a follow-up interview, and (-----) respondents agreed. The in-depth semi-structured interview was designed for a 35-40-minute slot. The interview portion of the study involved (-------) questions related to human elements such as emotional connection, learning community, teachers support, positive emotional learning, and personalized learning.
Data collection procedures
The study adopted a mix-method technique as an attempt to understand EL learners' prescription on humanizing English language online Learning, specifically, integrating the human connection in the EL online learning. A self-report technique was used to gather information about EL students’ attitudes toward humanizing online learning and integrating the human elements in online EL learning. All the EL study participants (N= ----) are from various EL schools in the United States. The eligibility criteria for the survey require the participants of this study to have at least one virtual English class. In addition, the study eligible EL participants should be able to read and write English.
The selected participants engaged in a follow-up interview, which took 35-40 minutes. The participants were encouraged to talk about their perception of humanizing online learning and integrating the human elements in online EL teachers’ instructions. All interviews were audio-recorded using a digital voice recorder (consent forms were signed by the interviewees).
Data analysis procedures
IBM SPSS Statistics 27.0.1 was used to analyze the survey data. The descriptive statistics including frequencies and percentages were used to present participants’ profiles. Whereas the mean values were used to measure and interpret the EL students’ perceptions towards humanizing online learning platforms. Independent samples t-test also told us if there is a significant difference in participants’ responses according to gender. Analysis of Variance (ANOVA) was used to find out EL students' response level according to age and EL proficiency level.
The reliability of the coefficient of the questionnaire was 0.922, evidently confirming that the statistical reliability of the instrument prevailed. Since the coefficient of the is accepted if it is above .70 (Sekaran & Bougie, 2016).
Each interview was recorded, numbered, and transcribed into a template where verbatim responses were copied and pasted into a spreadsheet by question number and color-coded by question. Each question was then hand-coded for emerging themes into a separate table, including a representative quotation for each theme. Each semi-structured interview was analyzed thematically to find out the themes related to the student's concept about humanizing online learning (non-cognitive components of learning).
Thematic analysis is a widespread technique for analyzing the data and finding the different themes for the research questions (Braun & Clarke, 2006). The study’s findings will be derived from students’ interviews and analyzed thematically; the paper tries to find the themes related to the previous research questions.