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PDP Proposal
PDP Proposal
PDP Proposal
Justification:
Firstly, I chose that area of research because during my studies at college which are all English courses, I wish if I could have an
Arabic explanation of the new topics that I’m learning. For example, on the Managing Innovation and Change course, I learned about
leadership styles and I found it hard to understand each style. Thus, I search for it online in Arabic. It helps me a lot and makes it
much clearer for me. Secondly, on my previous teaching practice, my MST asked me to translate Arabic for the students a new topic
in Science. I noticed the students’ reaction has changed Positively and it makes a more sense for them. And finally, my MCT’s and
MST’s recommendation was to focus on teaching and learning part, giving more detailed instructions, think about the new language
that students may not know. Therefore, I believe that involving first language will makes it clearer for the students to learn a new
topic in second language class.
EPC4403 Plan or Proposal: PDP
Reflections:
Action 1: I learned from the first action which is researching, the research shows that students from different countries around the
world, thought using the bilingual approach is making them feel comfortable, and feel self-confident. Some teachers are also use the
bilingual approach to teach second language because it helps the students to learn a new concept.
Action 2: the dissection with my MST helps me to know more about the high students and the low students in English (See appendix
2, action 2). I also learned from my MST how to apply the strategy of using Arabic in English classroom. For example, to make the
strategy more affective, I decided to give a present for one student randomly for who has interacted with the strategy on the right
way.
Action 3: This was an interesting action for me. There is a lack of Arabic learning videos especially for kids. Like cartoon learning
videos, or translated videos from English to Arabic. What I found on YouTube is only a boring way of teaching children a topic. For
example, a man is explaining how to filter the water (See appendix 3 action 3). Students find it difficult because the man was
speaking very fast.
Action 4: I applied three strategies for the students to find out what helps the students most. For the stick when asking for help, I
think it was the most effective strategy because it allow students to think wisely and choose their stick when they really need from
teacher to explain something in Arabic (see appendix 4, action 4). Also translating the new vocabularies on the board was an
effective strategy, from the survey question I did, 5 out of 8 want me to translate the new vocabulary from English to Arabic. With
the last strategy I used, students respond was as I expected. Arabic learning videos are lack of excitement. I could not find any
cartoon videos about filtering the water, the only video I found was a man doing the experiment. Student respond that the man
speaks very fast.
Action 5: I did an interview with students via Survey Monkey by asking them 10 questions (See appendix 5, action 5). The results
were impressive, students are aware about the importance of learning English. A student answered that she wants to learn English
because she thought when she will grow up she can have a job if she learned English. 5 out of 8 went to learn English for themselves.
However, nearly 60% of the students think they can learn more in Arabic classes, and they want the English teacher to use Arabic to
translate a new vocabulary.
EPC4403 Plan or Proposal: PDP
Final reflection:
I really liked working on this action research, because one of my biggest struggles on learning is being knowledgeable enough of
what I’m learning especially when it’s a big and new topic, or a complex term like in Science, or about theories in Education. I was
surprised that this problem is globally, and it faces every student learn a second language, and it’s normal because everyone can
learn better from their first language.
During my teaching practice from my first semester, the most thing I was trying to do is to not speak Arabic at all so students don’t
start speaking Arabic during the class. However, I started to realize when one of student try to explain for the class something in
Arabic, I can see students’ reaction how it changes positively, because they are aware about what they are learning. So, this
semester, I implement three different strategies to find out what works the best.
First strategy, I apply it for four weeks, I gave each student four stick on the first week. Students can use the sticks for asking in
Arabic if they need, I think it was the most effective strategy because it allowed students to think wisely and choose their stick when
they really need the teacher to explain something in Arabic. Also translating the new vocabularies by writing the words on the board
was an effective strategy. I found out that this strategy was effective because from the survey questions I did, 5 out of 8 want me to
translate the new vocabulary from English to Arabic.
The last strategy I used, I showed them a video about filtering the water, and I asked them did you understand from the video?
Students responds as I expected, Arabic learning videos are lack of excitement. I could not find any cartoon videos about filtering the
water, the only video I found was a man doing the experiment. Student respond that the man speaks very fast.
EPC4403 Plan or Proposal: PDP
Appendices:
Appendix 1: Action 1
20th of September 2017
Arabic E learning http://www.alefbata.com/worksheets?landing2=worksheets&k=9&gclid=EAIaIQobChMI9Zn1j9-71wIVjZztCh29-
AGbEAAYASAAEgKjUvD_BwE
Science E-learning site: https://www.kids.almo7eb.com/play-20888.html
Bilingual approach in the classroom: https://www.youtube.com/watch?v=S6PwrSSZ3co
Cambridge bilingual education: https://www.youtube.com/watch?v=WxrEZ2LDXrg
Appendix 3: Action 3:
Science Video Note from MST
“Weather”: 2nd of October 2017: https://www.youtube.com/watch?v=UVO3KgkKkYw
“Filtering the water” 2nd of November 2017: https://www.youtube.com/watch?v=_7SfpOuFG14
EPC4403 Plan or Proposal: PDP
Appendix 4: Action 4:
Appendix 5: Action 5:
Pictures as sample of students interviewed.
Results of students’ answers:
https://www.surveymonkey.com/results/SM-
PTCZHQXC8/
MCT’s/MST’s feedback:
file:///D:/SEM%208/Reseach%20methods/Classroom%20Language.pdf