Programme: Master Of Teaching and Learning

Module: Research Methodology

Code: RES70104109074

Name: Manal Ali Khalil Badi.

ID Number: 0331839

Supervisor: Prof. MOSES STEPHENS

Date of Submission: 11th/May/2018

 Concept Map ( Answer of Question 2)

The effectiveness of using \modern technological tools in

improving speaking skills among secondary school students in
Libya

Effect on

1- Statement of problem
– see footnote1 2-Context of Study

is related to

Form no. of
3- Questions of research
4- Objective of study -what
-How

5- Theoretical framework 6- Definition of terms

those can exit in the form of

1

1
The problem is low proficiency in speaking skills among secondary school students in Misrata-Libya
 Literature Review

2- Modern 3-Practice and 4- Libyan

1- Speaking Skills Technological Tools Communication Curriculum

-What
vv is -What are modern -Teacher role Curriculum
speaking skills? technological tools? background

-Communication Types of MTT. -Family role

strategies Time of
classes
-Speaking -Society role
Proficiency

Such as
Such as
Such as
Google
Skype Educator
Instagram

Methodology

Can be measured by using

Interviews Questionnaire
 Previous studies ( annotated bibliography -answer question 1)

The study has two domains which are reviewing previous studies to the current study. The
first one presents the studies that are related to speaking skills which is considered our essential
part in the study so I put five of these studies as sample of this study in the beginning of the
table. The second domain tackles the studies related to modern technological tools and I added
five of references at the below of the table.

No. Author/ Title Methods Findings Comments

Elabbar, A. A. (2011). An understanding the

investigation of influences dynamic influencing
1- affecting Libyan English as Qualitative
how the LEFLUTs
foreign language university make sense of their
teachers’ (LEFLUTs), experience and also in
teaching approaches in the the proposals for
language classrooms.
developing an
Doctoral dissertation,
approach to CPD
University of Glasgow.

Reflection: This research provides an important foundation for my own research as it shows the
strategies and approaches that can be used in classroom and this one of things I looking for in my
research.

Shihiba, S. E. S. (2011) An the majority of the

participants (teachers
Investigation of Libyan and inspectors) were
2- EFL Teachers’ Mixed positive about the
Approach notion of
Conceptions of the
implementing the
Communicative Learner-
CLCA for teaching
Centred Approach in English as a foreign
Relation to their language (TEFL) in
 Implementation of an the Libyan context.
However, the current
English Language conditions and realities
Curriculum Innovation in in Libya seem to fit a
Secondary Schools. PhD ( Qualitative weak version of this
and approach but not a
Thesis in Education,
Quantitative) strong one.
University of Durham, UK

Reflection: In this research I got the idea of using mixed approach methods to find the results and
knowing how can be used with teachers.

The researcher
3- Mohsen, A. S.(November This In this
recommends that it is
2014). Teaching English as phenomenological necessary to establish research I
found that
a Foreign Language in study explored the language training
centres in different Practical
Libya. Scientific Research historical steps of solutions for
cities with the
Journal (SCIRJ), Volume developing cooperation of some such problem
II, Issue XI,. ISSN 2201- English in Libya British or American should be
universities and the made in order
2796 and talk about to reform the
British Council. The
training the Ministry of Education whole process
teachers there. has to revise its plans of teaching
for teaching foreign English as a
languages, of which foreign
English comes at the language in
top. Libya.

Inflection: According to this study, any researcher can get fully understanding about Libyan
curriculum. For this reason I have used this study as reference when I talk about the curriculum.
 Lai-Mei Leong & Seyedeh
4- Masoumeh Ahmadi(2017).
An Analysis of Factors
Influencing Learners’
English Speaking Skill.
School of Educational
Studies, Universiti Sains
Malaysia, Malaysia.
Inflection: This study is useful in my researcher because it considers language learners’ speaking
needs in English language teaching and learning context. So this is one of title related to my topic.
Yang, D., and Gai, F. P.
(2010) Chinese learners’
5- communication strategies
research: A case study at
Shandong Jiaotong
University. Cross-Cultural
Communication, 6 (1), 56-
81
Reflection: This study investigates the strategies of communication that is one of my concepts in
literature review.
Nowell, Shanedra D.
(2012) Stories of digital
6- lives: Teacher-student
relationships in secondary
Teachers should give
Descriptive their learners more
methods for opportunities to speak
speaking skills English through using
and the some speaking tasks
problems that that help them to speak
may face and urge them to take
students in this part in speaking
skills activities. In addition,
teachers should know
when and how to
correct their learners’
mistakes so that they
are not afraid of
making mistakes.
the author conducts
investigation on
communication
Case study strategies of Chinese This research
for group of learners of English, suggests a
Chinese good idea
analyzes the results of
students about how
the investigation and
summarizes major the teacher
can conduct
points of
communication new
strategies for
strategies and proposes
suggestions for his class?
language learning and
teaching.
Using a Findings showed that
qualitative design teachers used Internet,
(interviews, focus online video, mobile
groups), both high phones, and SM to
school teachers’ support classroom
 classrooms and digital and students’ instruction. Although
spaces views toward teachers felt that
digital online digital use would
media for increase student
academic learning and
purposes was engagement, these
investigated H.S. students felt
somewhat reserved
about crossing the
boundaries between
social and academic
adaptations of SM
with their teachers.

Reflection: Teacher-student relationships in secondary classrooms and digital spaces help in providing
some examples of using technology in secondary school.

Hunter-Brown, Stephanie A high school The findings focused

R. (2012)
 Facebook as an sample completed mostly on Facebook
7- survey data, use as an instructional
instructional tool in the
secondary classroom: A interviews, and tool; teachers’ views
case study observations in were aligned with
this case study students’ perceptions.

Reflection: In this case study the researchers in technological field will find support for using one
of technological tool Facebook as instructional tool. It is conducted by me as modern tool in
improving speaking skill.

Ibrahim Abukhattala. Using Qualitative The results of this

(2016) The Use of method study indicate that
Technology in Language merely providing
8- Data were
Classrooms in Libya,
teachers with the collected
International Journal of
equipment is not through
Social Science and
enough; rather, it is structured
Humanity, Vol. 6, No. 4,
and semi -
April 2016 necessary to
convince them of the
 benefits of using it in structured
the classroom. interviews

All the participants

were willing to use
technology to teach
English as a foreign
language

Reflection: Why did choose this article? According this study I found gap which is the study
cannot be generalized to other cities of Libya. It is limited to Misrata region. Also, the
effectiveness of technology for language learning would be helpful. My first recommendation is
to provide modern technology in all schools in Misrata region.

Nowell, Shanedra D. Using a Findings showed that

(2012) Stories of digital
9- lives: Teacher-student
relationships in secondary
classrooms and digital
spaces
qualitative design teachers used Internet,
(interviews, focus online video, mobile
groups), both high phones, and SM to
school teachers’ support classroom
and students’ instruction. Although
views toward teachers felt that
digital online digital use would
media for increase student
academic learning and
purposes was engagement, these
investigated H.S. students felt
somewhat reserved
about crossing the
boundaries between
social and academic
adaptations of SM
with their teachers.

Reflection: This study related to by research because it focused on ways teachers and students in an
urban high school used technologies often labelled as disruptive (i.e. social media and mobile phones) as
learning and relationship building tools, inside and outside the classroom.
 Zheng, Binbin (2013)
 implemented a Results show In this study I
Social media and one-on-one educators that the noted that
10 Laptop program, integration of SM learners favored
classroom writing:
Participation, interaction, using technology facilitates netbooks the
and collaboration microblogging students’ participation, most; Hispanics
and Google Docs, interaction, and and low SES
on upper- writing/literacy students gained
elementary development. the most in
students’ standardized
authentic writing writing
skills. achievement.

Reflection: Using this research as reference to support my study when I am talking about Google
Educator.

3- The connection between concept map (Q2) and the framing of the problem:

Concept map in this research is that the focus on construction and structure are based on an
interest in organize or quantifying generated concepts within this research. Concept map can
include labelled concepts, linking words, and clear hierarchies, they might also include other
sorts of visual or graphic representation of concepts, and/or propositions that attempt to convey
an understanding or relationship among different concepts within a map.

The concept map in above is traditional understanding of concept maps, as it includes clear
and unique concepts, lines suggesting hierarchical relationships, and linking words. It offers
an opportunity to assist framing the problem in the research with analysis of complex processes
and can play a role in knowledge translation. I organized my concepts by starting with topic of
the research and then goes to framing the problem according to the gap I found in previous
studies. When I started in drawing this concept map, I got easy way to connect the concepts
and the problem in research. I have used concept mapping to present new ideas and students
have utilised concept map- ping to demonstrate new information related to the main problem.
 However, initially, I actually faced some difficulties of using concept map. I found hard to
organize map by facing lots of information. Also I selected many questions but no significant
references. Moreover It helped me in visualize the main question. I used mapping techniques
to frame the problem appropriately for tackling wicked problem; however, some skills must be
developed in order to apply mapping tools to create good issue-based structure.

At the end, I think that the connection between the concept map and framing the problem
after my first experience in this situation is through my research map I could find a focus of
my investigation. After creating several maps of my key issues, I could visualise the main ideas
and identify the key questions of my research.