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Module 06 - Research Proposal
Module 06 - Research Proposal
Module 06 - Research Proposal
The object of teaching a child is to enable him to get along without a teacher.”
Elbert Hubbard
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
Title:
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
Thesis Title
This compares online English training with traditional classroom instruction, analysing its benefits,
drawbacks, and effectiveness in enhancing the classroom environment.
Abstract:
The purpose of this study proposal is to examine the advantages and disadvantages of online English
training over traditional classroom settings. The influence of technology improvements on language
learning, student participation, and teacher-student relationships will all be investigated in this
project. Using an extensive literature analysis and empirical research, this study aims to add to the
current conversation on how English language education is changing. Schedule flexibility is a benefit
of online learning. Different schedules may be accommodated more easily when teachers and
students can connect from different time zones. Personalised learning experiences can be facilitated
by online platforms. It is easier for teachers to adapt classes to the needs of each individual student.
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
Acknowledgment
I would like to sincerely thank Ms. Clare Fernando, my lecturer, for her mentorship, advice, and
unwavering support while I developed this study project. I would like to thank my colleagues and
fellow researchers for their collaborative discussions, as well as my friends and family for their
unwavering support and understanding during the difficult phases of this research endeavour.
Additionally, I am grateful to St. George International Teacher Training Institute for providing the
facilities, resources, and ethical considerations necessary for the development of this research
proposal. I want to sincerely thank everyone that helped to shape this study proposal and for their
crucial support. This study proposal is the product of many people's efforts, and I really thank
everyone who contributed, either directly or indirectly.
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
Table of Contents
Introduction: ........................................................................................................................................ 6
Methodology: ...................................................................................................................................... 10
3.1 Research Design: ........................................................................................................................... 10
3.2 Participants:.................................................................................................................................... 10
3.3 Instruments ..................................................................................................................................... 10
3.4 Data Collection Procedures: .......................................................................................................... 10
3.5 Data Analysis: ................................................................................................................................ 10
Conclusion: ......................................................................................................................................... 11
References ........................................................................................................................................... 12
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
Introduction:
The increasing integration of digital technology has caused a revolutionary change in the ever-
changing environment of education, particularly in the teaching of English. The idea that the
classroom is the only setting in which learning can occur has been challenged by the emergence of
online platforms, which present both new opportunities and difficulties for language instructors.
The need for efficient language instruction has increased as English has established itself as the
universal language, leading educators to look into non-traditional teaching approaches outside of
traditional classroom settings.
The purpose of this study proposal is to compare the efficacy of online English training to that of
traditional classroom instruction. The study intends to offer important insights into the advantages,
disadvantages, and general effectiveness of both techniques. It acknowledges the significant
influence of technology improvements on educational practises. This investigation will add to the
current conversation about the relationship between technology and language instruction by tackling
important research concerns.
1.1 Background:
The conventional classroom has long been the mainstay of English language training because of its
in-person contacts and face-to-face interactions. But the emergence of internet platforms has put
this traditional paradigm to the test by creating new, cross-border learning opportunities. Online
teaching has become widely used due to its simplicity and accessibility, which begs important
concerns regarding how it affects pedagogical practises and language learning results.
Teaching English incorporates more than just imparting language knowledge; it also fosters critical
thinking, cultural awareness, and the development of communication skills. Examining how well
online English instruction fosters these many facets of language acquisition is crucial as educators
traverse this digital frontier. Furthermore, for the purpose of making well-informed decisions on
educational policy and practise, it is important to comprehend the potential and difficulties present
in both traditional and online classroom environments. However, the outcomes can be profoundly
transformative for education if the email classroom connection activities are properly included into
the continuing framework of homework and student classroom engagement. (1995a, Warschauer
955)
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
1.2 Statement of the Problem:
Online platforms are becoming a competitive alternative to traditional classroom settings in
language instruction due to the advancement of educational technologies. The purpose of this study
is to evaluate the efficacy of traditional classroom education with online instruction in teaching
English. Pedagogical efficacy, communication and interaction, technology integration, student
motivation and satisfaction, obstacles and constraints, and accessibility and adaptation are important
concerns.
The results will help curriculum authors, educators, and legislators understand the advantages and
disadvantages of each strategy, which will improve English language teaching practises in a time
when technology is advancing at an accelerated rate. The goal of the study is to offer insightful
information about the advantages and disadvantages of online English learning over traditional
classroom instruction.
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
1.5 Significance of the Study
The purpose of this study is to assess the efficacy of teaching English in traditional classroom
settings vs. online, offering evidence-based insights to curriculum creators, educators, and
policymakers to improve the quality of English language training. The transition to remote learning
demands a reassessment of instructional strategies.
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
Literature Review:
2.1 Theoretical Framework:
The study proposal analyses online English instruction using a constructivist and connectivism
perspective. Constructivism places more emphasis on social interactions and the socio-cultural
milieu, whereas connectivism emphasises digital networks, collaborative learning, and
technological integration. It is proposed that connectivism-based online English instruction will
improve students' language skills by utilising a variety of digital networks, multimedia materials,
and real-world language use.
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
Methodology:
3.1 Research Design:
This study will employ a mixed-methods approach, combining quantitative surveys and qualitative
interviews. Participants will include both online and classroom English language learners, as well as
instructors from various educational institutions.
3.2 Participants:
a) English language learners from high school or college.
b) Instructors with experience in both online and classroom instruction.
3.3 Instruments
a) Quantitative Instruments:
Standardized English proficiency tests.
Surveys to measure student engagement and satisfaction.
b) Qualitative Instruments:
Interviews with instructors.
Focus group discussions with students.
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
Conclusion:
To sum up with, by illuminating the changing face of online education and its effects on language
learning, this study seeks to make a significant contribution to the continuing conversation on
English language education. The results will help scholars, educators, and legislators who are trying
to determine the best ways to teach languages in the digital era. To sum up, there are benefits and
drawbacks to both in-person and virtual learning environments. The decision between them is
frequently influenced by elements like the learning objectives, the instructor and students'
preferences, and the resources that are accessible. In order to maximise the advantages of both the
online and classroom contexts, a lot of instructors nowadays combine the two methods.
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
References
c) Al-Maqtri, M. A. T. (2014, July 1). How Effective is E-learning in Teaching English? : A
Case Study. ResearchGate.
https://www.researchgate.net/publication/316158487_How_Effective_is_E-
learning_in_Teaching_English_A_Case_Study
d) Bi, J., Javadi, M. S., & Izadpanah, S. (2023, April 1). The comparison of the effect of two
methods of face-to-face and E-learning education on learning, retention, and interest in
English language course. Education and Information Technologies.
https://doi.org/10.1007/s10639-023-11743-3
e) Du Toit, A. (2014, November 7). The teaching of English online as compared to teaching
English in a classroom. www.academia.edu.
https://www.academia.edu/9174305/The_teaching_of_English_online_as_compared_to_tea
ching_English_in_a_classroom
f) M. (2021, January 25). English Online Home Learning VS Classroom - In Person. Lets
Speak Together. https://letsspeaktogether.com/english-online-home-learning-vs-classroom-
in-person/
g) Oliveira, M. (2023, October 13). Teaching Online vs. the Classroom - How Do They
Compare? BridgeUniverse - TEFL Blog, News, Tips & Resources.
https://bridge.edu/tefl/blog/teaching-online-vs-classroom/
h) Prior, J. (2023, June 8). Online Teaching Vs Classroom Teaching: Which is Better?
DoTEFL. https://www.dotefl.com/online-teaching-vs-classroom-teaching/
i) Team, T. (2020, November 25). Teaching English Online Vs The Classroom. TechRound.
https://techround.co.uk/other/teaching-english-online-vs-classroom/
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
The London Teacher Training College
Please read carefully THEN sign and date the declaration below.
Clearly referenced, in both the text and the bibliography or references, all sources used in the work
Fully referenced (including page numbers) and used inverted commas for all text quoted from books, journals,
web etc. (Please check with the Department which referencing style is to be used)
Provided the sources for all tables, figures, data etc. that are not my own work
Not made use of the work of any other student(s) past or present without acknowledgement. This includes any
of my own work, that has been previously, or concurrently, submitted for assessment, either at this or any other
educational institution, including school
Not sought or used the services of any professional agencies to produce this work
In addition, I understand that any false claim in respect of this work will result in disciplinary action in
accordance with college regulations
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies
DECLARATION:
I am aware of and understand the College’s policy on plagiarism and I certify that this assignment is my own work,
except where indicated by referencing, and that I have followed the good academic practices noted above.
T. R. G. D. PIERIS
----------------------------
Signed
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GRATIA PIERIS Module 06 English Language & Teaching Methodologies