Introduction
Teacher professional development
Context of the case study
rang | error type | Number of students making a particular error | percentage of errors of a particular kind made by the subject group |
---|---|---|---|
1 | voiceless th(θ) is /d/ | 22 | 85.0 |
2 | no aspiration /p, t, k/ | 20 | 82.7 |
3 | Bad is bed /æ/ is /e/ | 20 | 69.8 |
4 | θ, is t,f,s | 19 | 75.6 |
5 | r + no linking r | 19 | 65.2 |
6 | /Ә℧/ is Dutch /o:/ | 13 | 54.0 |
Can we provide evidence of teacher professional development by involving teachers in an intervention phase, implementing a pre-structured teaching design?
Method
Test phase 1
Treatment procedure
Subject group test phase 1
Teacher | Age | Degree | experience | school | l1 background |
---|---|---|---|---|---|
Lukas | 29 | bachelor (studying for master) | 7 | Higher voc. ed. | Dutch |
Andrew | 28 | Master | 7 | Higher voc. ed. | Dutch/Moroccan |
Suus | 46 | Master | 19 | Higher voc. ed. | Dutch |
Frank | 46 | Master | 24 | Higher voc. ed. | Dutch |
Anny | 37 | bachelor (studying for master) | 5 | Higher voc. ed. | Dutch/Swedish |
Boy | 43 | studying for bachelor | 7 | Secondary education | Dutch |
Jacky | 39 | Bachelor | 13 | Secondary education | Dutch/English |
DeeJay | 51 | bachelor (studying for master) | 20 | Secondary education | Dutch/Moroccan |
Katrien | 34 | Bachelor | 12 | Secondary education | Dutch |
Lidy | 52 | Master | 28 | Secondary education | Dutch |
Linda | 26 | Master | 3 | Intermediate voc. ed. | Dutch |
Data collection test phase 1
Test phase 2
Subject group (teachers) test phase 2
Teacher | Age | Degree | experience | School | l1 background |
---|---|---|---|---|---|
Lukas | 30 | Master | 8 | Higher voc. ed. | Dutch |
Andrew | 28 | Master | 8 | Higher voc. ed. | Dutch/Moroccan |
Sergio | 35 | Bachelor | 2 | Higher voc. ed. | Dutch |
Bo | 26 | Bachelor | 3 | Higher voc. ed. | Dutch |
Sanna | 36 | Bachelor | 7 | Higher voc. ed. | Irish |
Amy | 31 | Master | 5 | Higher voc. ed. | Spanish |
Jacky | 40 | Bachelor | 14 | Secondary education | British |
Simon | 53 | Master | 6 | Secondary education | Dutch |
DeeJay | 51 | bachelor (studying for master) | 21 | Secondary education | Dutch/Moroccan |
Katrien | 35 | Bachelor | 13 | Secondary education | Dutch |
Lizz | 27 | Bachelor | 5 | Secondary education | Dutch |
Danny | 32 | Bachelor | 8 | Secondary education | Dutch |
Ella | 27 | Master | 3 | Secondary education | Dutch |
Data collection test phase 2
Results
Test phase 1: interview
Categories | examples of quotes by teacher |
---|---|
feedback intervention design | The module fits my students’ needs. (Deejay) |
Students love to sound British. (Lidy) | |
75% of my students showed improvement. (Jacky) | |
I do believe that with the right approach Dutch students can sound become more native-like. (Jacky) | |
It is nice to have a limited set of pronunciation error types to start with. (Katrien) | |
I do consider the presented error types in the module to be the most important ones and see no need to put in more. (Boy) | |
This module is a good starting point for me to teach pronunciation. (Any) | |
I particularly like the structure of the teaching approach which makes it easy to teach. (Deejay) | |
need for intervention | I do believe accents influence the credibility of the speaker. (Jacky) |
Good pronunciation is important to enhance a learners’ intelligibility. (Andrew) | |
The only time I was involved in aspects dealing with pronunciation, was when I was studying phonetics. (Lucas) | |
I never thought pronunciation as the course books do not offer any materials to do so. (Katrien) | |
My pronunciation deteriorated once I left the teacher training college and started teaching secondary school students. (Katrien) | |
Pronunciation and credibility go hand in hand. (Linda) | |
In secondary school I never thought pronunciation though it’s obvious that it’s important. (Lucas) | |
change in attitude (TPD) | I started using the recording device for other EFL tasks too. (Deejay) |
Working with the module was like a wake-up call for myself as a teacher. (Katrien) | |
Teaching pronunciation was never on my mind as I did not know how. Now I know where to start.(Suus) | |
This module gives me a teaching approach for something I did not know how to teach before. (Jacky) | |
I’m more aware of my own pronunciation now because of working with the module. (Andrew/Katrien) | |
I needed the module to get me started with teaching pronunciation, which I’ve always considered to be important. (Boy) | |
I need to invest more time in teaching pronunciation. (Deejay) | |
attitude towards professional development | I am only interested in teacher professional development projects if I can anticipate better results for my students. (Lucas) |
I would not like to do research myself, even given time. (Suus) | |
I have no time for research myself. (Katrien) | |
I’d rather create lesson materials than being involved in research activities. (Jacky) | |
I’d rather professionalise on my own by reading research papers and books. (Andrew) | |
I’m only interested in professional development projects if what I learn can be put to practice immediately. (Boy) | |
I need to be convinced that my students will benefit from what I learn before getting involved. (Lidy) |
Test phase 2: interview
Categories | examples of quotes |
---|---|
feedback intervention design | The six error type categories were very clear and useful. (Simon) |
Working with the module was easy and did not take a lot of time. (Danny) | |
The CAPTT is well structured. (Deejay) | |
The videos were very enlightening. (Danny) | |
Well-chosen lesson materials. (Deejay) | |
need for intervention | I do thing that a better pronunciation enhances the credibility of the speaker. (Bo) |
I thought less of my English teachers when their English pronunciation wasn’t near native like. (Ella) | |
I do consider a good pronunciation very important for my pupils, especially for their follow up studies at university. (Ella) | |
I good pronunciation leads to more credibility. (Sanna) | |
A good pronunciation is important and the speaker will be taken more seriously. (Simon) | |
I am well aware of the importance of pronunciation, but I realise I should work on it sooner. (Simon) | |
It’s also still important because of intelligibility. (Deejay) | |
I do consider teaching pronunciation to be very important and we need to devote more time to it. (Sergio) | |
A good pronunciation immediately determines what you think of the speaker’s intelligence. (Jacky) | |
The listener will automatically judge a speaker on his pronunciation or accent. (Andrew) | |
I think that near-native pronunciation is only affecting the speaker’s credibility when he’s speaking to a native speaker. (Lizz) | |
A good pronunciation comes with a good first impression. (Sanna) | |
change in attitude (TPD) | I pay more attention to the pronunciation mistakes students make in class. (Bo) |
I correct students more when I notice them making the mistakes we discussed in the CAPTT. (Ella) | |
I teach more pronunciation than before working with the CAPTT. (Jacky) | |
I am more interested in the pronunciation mistakes my students make. (Sanna) | |
Even when I teach grammar or other things, when I speak with friends or watch TV I focus more on pronunciation. (Sergio) | |
Pronunciation is on my mind even if it’s not the focus of the EFL lesson. (Deejay) | |
I pay more attention to my own pronunciation now. (Andrew) | |
I’m more aware of my own pronunciation after working with the CAPTT (Bo) | |
I didn’t do a lot of pronunciation teaching, but now that I have these materials I feel I can actually teach pronunciation. (Simon) | |
Teaching English at this level doesn’t improve your own pronunciation. This CAPTT made me focus more on my own pronunciation. (Simon) | |
I learned a lot myself, using the CAPTT. (Sergio) | |
I became less accurate with my own pronunciation through the years, but teaching pronunciation helped me to focus on my own performance again. (Katrien) |
Test phase 2: Integrative Model of Behaviour Prediction
nr item | Item |
M
|
SD
|
---|---|---|---|
intrinsic-affective; Chronbach’s alpha = .95 | |||
1 | is fun | 4.67 | 1.44 |
2 | is pleasant | 4.92 | 1.24 |
3 | is exciting | 4.08 | 1.56 |
4 | is fascinating | 4.08 | 1.51 |
5 | is enjoyable | 4.75 | 1.22 |
intrinsic - potency; Chronbach’s alpha = .76 | |||
1 | is interesting | 5,58 | 1,00 |
2 | is challenging | 4,67 | 1,61 |
3 | is energizing | 4,00 | 1,04 |
4 | is absorbing | 4,67 | 1,07 |
5 | is stimulating | 4,75 | 1,29 |
integrated; Chronbach’s alpha = .95 | |||
1 | suits my preferred way to learn new skills | 4,67 | 1,30 |
2 | is compatible with how I usually want to improve my skills | 4,50 | 1,51 |
3 | fits my teaching style | 5,00 | 1,21 |
4 | fits my beliefs about how students learn | 5,00 | 1,48 |
identified; Chronbach’s alpha = .85 | |||
1 | is useful to me | 5,58 | 1,38 |
2 | is meaningful to me | 5,36 | 1,43 |
3 | makes me confident | 4,75 | 1,49 |
4 | is productive to me | 5,00 | 1,28 |
5 | |||
6 | will help me | 5,00 | 1,28 |
introjected; Chronbach’s alpha = .93 | |||
1 | I want others (e.g., my colleagues, my students) to think I am a smart person | 2,08 | 1,62 |
2 | I want others (e.g., my colleagues, my students) to be satisfied with me | 3,50 | 2,51 |
3 | I want to give the impression that I am doing the sensible thing | 2,83 | 1,75 |
4 | otherwise I would feel ashamed of myself | 1,75 | 1,36 |
5 | otherwise I would feel guilty of not doing so | 1,92 | 1,73 |
6 | otherwise I would feel bad about myself | 2,00 | 1,95 |
extrinsic; Chronbach’s alpha = .78 | |||
1 | will give me credits for my professional development targets | 3,75 | 1,91 |
2 | will cause me not to look bad in my professional environment | 3,42 | 1,98 |
3 | will cause some people not to become angry with me | 1,92 | 1,51 |
4 | will avoid poor future perspectives | 2,67 | 1,61 |
amotovation; Chronbach’s alpha = .88 | |||
1 | but I really have no desire to do so | 1,92 | 1,62 |
2 | although I think it is a waste of time | 1,50 | 1,00 |
3 | but personally I give no priority to that | 2,33 | 1,56 |
4 | although I would prefer to do other things | 2,58 | 1,83 |
5 | but actually I don’t see the point of it | 1,75 | 1,49 |
6 | but in fact I have no energy for it | 1,75 | 1,06 |
nr item | item |
M
|
SD
|
---|---|---|---|
intention - willingness; Chronbach’s alpha = .94 | |||
1 | I intend to use the CAPTT in my teaching in the future | 5,83 | 1,34 |
2 | I am pretty sure I’m going to use the CAPTT in my teaching | 5,92 | 1,44 |
3 | I think I’m going to use the CAPTT in my teaching | 5,67 | 1,67 |
4 | I am willing to use the CAPTT in my teaching | 6,17 | 1,19 |
5 | I’m definitely going to apply the CAPTT in my teaching | 5,58 | 1,68 |
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
---|---|---|---|---|---|---|---|---|
1. willingness | 1 | |||||||
2. intrinsic-affect | .385 | 1 | ||||||
3. intrinsic-potency | .600** | .844** | 1 | |||||
4. integrated | .869** | .716** | .832** | 1 | ||||
5. identified | .916** | .489 | .787** | .873** | 1 | |||
6. introjected | .086 | .338 | .250 | .153 | .210 | 1 | ||
7. extrinsic | .714** | .616* | .887** | .789** | .874** | .092 | 1 | |
8. amotivation | −2.250 | .074 | .107 | -.084 | -.303 | .415 | -.043 | 1 |