2 Methodology
The motivation behind this part is to provide the reader with components of the
method that was associated with conducting research. Practical change blended with
reflection and analysis is used to justify pedagogical choices through a cyclical
process of planning, acting, observing, and reflecting (Mertler, 2013). In the first
place, the design of the research was depicted, taken after by sampling methods. The
following part introduced the instruments used to gather the information to answer
the examination questions. The next part was given by dissecting the gathered infor-
mation, at that point we talked about the moral contemplations. At the end, the con-
clusion part was given.
2. 1 Research questions
This study analyzes types of modeling techniques and its advantages and dis-
advantages in teaching English in middle school context. The research gives answers
to the following questions:
1) How does the use of the modeling method in the English lessons impact stu-
dent engagement?
2) What are the implications of understanding the modeling in second lan-
guage education for Kazakhstani FL educators?
2. 2 Research Design
Students in their English lesson classes are not performing as well as expected
on active and teacher-centered learning, compared to the standard scores. The pur-
pose of this study was to examine the participation of students during the implemen-
tation of the modeling teaching method in English language lessons during the third
term of the school year. Once an experiment with the new method was done and peo-
ple's reactions were observed , the students were interviewed in order to collect their
thoughts and assess all the information gathered. Subsequently, a plan was created in
order to enhance the quality of the English language lessons for middle school stu-
dentsby engaging in small group conversations. The goal of the research was to deter-
mine how the use of the modeling method in English class influences students' levels
of engagement and interest in their learning.
In this research, an action research method was used. According to Mertler, ac-
tion research involves systematically examining the way schools function and how
students acquire knowledge(2013, p. 4). Teachers engage in action research by
closely observing how their students learn, experimenting with various teaching ap-
proaches, and being open to trying new methods to enhance student achievement. By
evaluating the current state of courses, reflecting on them, gathering information, and
devising a plan to enhance them using that information, we make improvements. This
course of action will be ongoing, resulting in incremental improvements with each it-
eration. The primary aim of this action research is to investigate how students carry
themselves and behave. Students will go over the existing lesson regulations, con-
sider their findings, and collaborate with their peers to devise a strategy for enhance-
ments.
Justification of action research methodology . Action research is a problem-
solving approach that is distinct from the theoretical focus of traditional research. The
process of action research allows us to simultaneously comprehend a problem and ac-
tively work towards finding solutions. Educators who are involved in research have
the option to utilize action research as a means to comprehend a problem and develop
solutions. This allows them to take action and implement solutions quickly. I decided
to utilize action research to examine how English language tasks are assigned to stu-
dents without disrupting normal teaching procedures. In accordance with Mertler's
2013 action research model, we undertook four steps: identifying an issue, gathering
information, analyzing the data, and devising a plan for further action. Planning took
place during the third semester of the school year. During the internship , we gathered
data through observation, student interviews, and the administration of surveys and
focus groups.
The participation of students is highly valued in action research, where every-
one collaborates to establish an inclusive community. Qualitative research methods
allow participants to express their thoughts in their own language regarding their ex-
periences in the lessons. According to Mertler, educators should consider using quali-
tative action research when they encounter diverse perspectives on reality and desire
a flexible approach to exploring themes, as seen in this study. Qualitative research is
recommended by Creswell and Creswell (2017) for gaining understanding of a prob-
lem, such as the one we have in our English class where previous attempts to improve
the curriculum have been unsuccessful. This research discovered the true comprehen-
sion of the issue through the utilization of qualitative approaches. According to
Creswell and Poth (2017), qualitative research begins with concepts such as construc-
tivism and student involvement, employs inquiry to direct the study, gathers data in
natural settings, and examines the data for recurring patterns. It is crucial that the stu-
dent-participants' viewpoints are included in the final story, along with a clear indica-
tion of my stance, a detailed description of the issue, and a proposed plan of action.
The study's plan now includes these sections, and we will provide further explanation
in Data description section as we analyze our findings and interpret their significance.
Explanation for the use of quantitative approaches: Quantitative methods are
favored by individuals due to their perceived fairness and lack of bias. It is often hard
to maintain a neutral and unbiased approach in education (R. B. Johnson & Onwueg-
buzie, 2004). using the updated survey could reveal how students' individual perspec-
tives may impact the findings. Alternatively, by employing the revised questionnaire,
it could demonstrate that students' personal viewpoints might influence the outcomes.
In contrast, utilizing the modified survey may also indicate that the students' own
opinions could play a role in shaping the results. To achieve reliable results, the sur-
vey creators propose incorporating diverse sources of information, such as interviews
and observations, alongside numerical data, to gain a thorough understanding of stu-
dent engagement. The original intent of this research study was to primarily rely on
numerical data and statistical analysis. We conducted various studies to collect data
on students and had opportunities to deeply understand the emotions and thoughts of
students. This helped us identify the necessary steps to improve our students ' knowl-
edge.
Explanation for the use of qualitative approaches. Collaboration is central
to action research, and the involvement of students is crucial for fostering an inclu-
sive community. The research employs qualitative methods. The participants have the
opportunity to discuss their opinions on the occurrences in the English lesson.
Mertler recommends using qualitative action research when the educator-researcher
believes in the existence of multiple realities based on individual perspectives and
wishes to explore themes with minimal guidance, as demonstrated in this study.
Creswell and Creswell (2017) recommended the utilization of qualitative methods.
The method by which we determine a solution to a problem, such as the one in our
English class where we have struggled to improve the curriculum. The research uti-
lized qualitative methods to gain a genuine comprehension of the issue. According to
Creswell and Creswell (2017), key components of qualitative research involve utiliz-
ing theories such as constructivism, prioritizing student participation, posing numer-
ous inquiries, collecting data in authentic settings, and examining the data to uncover
themes or patterns. The students' thoughts must be included in the final story, along
with a clear statement of my stance and a thorough explanation of the issue, as well
as a proposed course of action. These components were included in the study's de-
sign, and additional details about the results and analysis are covered in the analysis
and discussion part.
Qualitative research commences with the collection of data through observa-
tions and the analysis of survey findings. This process is carried out repeatedly if it is
needed. The findings of this study assisted us in determining whom to approach for
interviews and what specific questions to inquire about. Acknowledging and compre-
hending our personal biases is essential as no researcher can ever be truly objective.
In order to be an effective teacher, it is crucial to reflect on any biased beliefs you
may hold and make efforts to transform them. I shared my background and wrote in a
journal while gathering data to be open and honest. Our main focus was to find out
the overwhelming type and impact of using modeling techniques in teaching English
in middle school context. As study is trying to find information to answer research
questions without any hypothesis, we were using an exploratory research design.
Following the conclusion of the English lesson session, students were provided
with a survey to gauge their thoughts and emotions during the lab. This occurred
prior to the interview. Self-report surveys are commonly used to gauge student en-
gagement because they are uncomplicated, convenient, and affordable. In order to
create a more open environment for truth-telling, the surveys were designed to be
anonymous (Fredricks & McColskey, 2012). The ASPECT survey was designed for
individuals employed in middle school education. Evaluate the level of participation
of students in active learning exercises, validated through a study of 7-grade students.
The initial questionnaire consists of 16 inquiries that inquire about students' opinions
on the activity, their level of commitment to it, and their overall attitudes towards it.
The hard work put in by the teacher is noticeable to onlookers. I researched whether
it would be beneficial for all general secondary schools. I removed the questions from
the original survey that asked about the impact of teachers. I changed the wording of
the questions to make them easier for students to understand. Also by eliminating a
few questions, I made the survey shorter and easier for students to concentrate on.
The Excel program was used to conduct elementary mathematical operations on the
findings. In Appendix C, you will discover the updated ASPECT survey.
2. 3. Data collection Instruments
Students were provided with details about the option to join the research study
at the commencement of the third semester. All of the students were permitted to par-
ticipate in the study after returning a signed letter indicating their consent. The in-
formed consent letter (see Appendix A) was approved by my advisor at the Univer-
sity of Eurasian National University. Data was collected through various techniques
to allow polyangulation (Mertler, 2013). They include observational field work, jour-
naling, informal conversations, formal interviews, surveys, and group discussions to
ensure its reliability.
Next we will discuss the data collection process, evaluate the strengths and
weaknesses of our methods, and examine their application in our study of augmented
reality.
Checklist. I utilized a simple checklist (refer to Appendix C) to assist me in fo-
cusing on specific elements during my field observations. - Checklists are documents
containing items that indicate the occurrence or non-occurrence of actions (Mertler,
2013). I created a checklist of behaviors that show when someone is attentive and en-
gaged in the lesson. Before gathering data, I compiled a list and verified my under-
standing of students' actions during the interviews. I wanted to ensure that I did not
overlook any student participation in the activity, including their thought processes. I
decided not to ask the students to review the checklist before my observation because
I did not want to reveal the true purpose of the study. All I had mentioned was that I
was obtaining information to enhance the quality of the course. Utilizing this check-
list enabled me to monitor a large number of students simultaneously without causing
excessive disturbance. The lists for checking helped us to speed up the analysis of the
data. Utilizing these checklists had a drawback as it limited the amount of detailed in-
formation I could gather by only focusing on specific items. I attempted to collect ad-
ditional information from participants by engaging in informal and pre-planned con-
versations during and after the lesson A calculator was employed to determine the
count of students who were attentive.
Field observations. If someone has difficulty discussing a topic, their actions
may reveal whether they are engaging in behavior that aligns with our interests, re -
gardless of their awareness or societal expectations (Ritchie, Lewis, Nicholls, &
Ormston, 2013). However, observations did not indicate what students were thinking
or how hard they were working (Fredricks & McColskey, 2012). We were unable to
determine the thoughts or amount of effort the students were investing while we
watched them. The information was viewed as supplementary data, providing a more
comprehensive insight into the situation. We double-checked our findings for accu-
racy by consulting with the students after reviewing and analyzing the initial data.
While I was present in the class, I did not participate in whole parts of the
projects. As characteristic to the modeling approach, I explained the information and
let students observe what I am doing, then give them time to formulate their own con-
clusions. My role was similar to that of an active observer, both watching and partici-
pating at the same time. According to Ritchie et al. , there is evidence to suggest that
observing something can influence its behavior. , 2013)
Semi-structured qualitative interviews. Semi-structured interviews provide
students with an opportunity to express their thoughts and ideas through open-ended
questions. The purpose of semi-structured interviews is to gain a better understanding
of a topic. The professor or researcher and the student can enhance their understand-
ing of each other by providing comprehensive answers and inquiring about additional
information. - According to Roulston (2010), the effectiveness of an interview can be
determined by examining whether the interview data contributed to addressing the re-
search inquiries, if there was clear communication between the interviewer and inter-
viewee, and if the questions prompted thorough responses. There are two difficulties
with interviews. There is a chance that students provided answers they thought would
make a positive impression on the person evaluating their work. - It's possible that
my own beliefs could have shaped the questions I asked. : I was anxious about the
trustworthiness of interviews, but I took great care in organizing and executing them
to ensure the best possible information. I inquired basic questions to students in a lan-
guage they are familiar with. Subsequently, I inquired about their understanding and
provided answers to their questions. In order to understand better, I asked for more
assistance and posed more questions when their answers were confusing. I attempted
to talk sparingly and devote most of my time to listening (Roulston, 2010). My ap-
proach involved initiating dialogue by posing questions to engage the students, and
then emphasizing the summarization of their discussions. I ensured that I compre-
hended the information by actively participating in the discussion, seeking clarifica-
tion, and offering input when necessary.
Analysis of quantitative results. The adjusted ASPECT survey and checklist
findings were inputted into Excel and assessed using simple numerical analysis. The
results are deliberated in the fourth chapter of this document.
Analysis of qualitative results. Our process involved organizing and analyz-
ing the data and interviews to identify patterns. The verbal description was tran-
scribed, typed, and structured as outlined. According to Saldana (2016), coding is a
systematic means of organizing data collection. It facilitates the discovery of behav-
ioral patterns and the comprehension of data significance. According to the partici-
pant, "codes" are like little clues that help understand the information. Codes consist
of concise language that summarizes the main idea of the data point. I utilized Sal -
dana's method of eclectic coding, which is suitable for analyzing data that is collected
from diverse sources and is fragmented. While we were gathering information, I
manually jotted down notes during my middle school days. While students studying I
started to search for potential trends in my notes and review them weekly for any new
developments. I observed people's actions and emotions, ensured that I was in the
correct location and documented any noteworthy observations. My notes were written
on paper and then entered into the computer after the class. When I recognized con-
sistent patterns and themes, I included more thoughts and ideas.
Ethical considerations of the present study were taken into account and con-
firmed by our instructor. After getting feedback about the research topic from our
course instructor, we have started the research. According to Cresswell(2012, p. 147),
the permission of participants is the most important factor for conducting the study.
However, our research samples are inanimate objects, to be more precise, the mes-
sages , that’s why we do not have a consent form.