UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGE DEPARTMENT RESEARCH METHODS AND TECHNIQUES IN ENGLISH

RESEARCH PROJECT

HINDRANCES OF TEACHING PRACTICE I AT THE WESTERN MULTIDISCIPLINARY CAMPUS OF THE UNIVERSITY OF EL SALVADOR DURING SEMESTER I-2014

PRESENTED BY: BARRERA LEMUS, SARA ESMERALDA MARTNEZ CAMPOS, ANA MARA MARTNEZ MARTNEZ, WILLIAM JEOVANY ROSALES RIVERA, MARIO JOSU VICENTE RAMREZ, CARLOS ADOLFO

INSTRUCTOR LICDA. DELURDY SERMEO

SANTA ANA, DECEMBER 13, 2013

INDEX
INTRODUCTION................................................................................................................................ i ABSTRACT ........................................................................................................................................iii CHAPTER I ........................................................................................................................................ 1 STATEMENT OF THE PROBLEM .................................................................................................. 1 1.1 DESCRIPTION OF THE PROBLEM ...................................................................................... 1 1.2. OBJECTIVES .......................................................................................................................... 4 1.2.1. General Objective .............................................................................................................. 4 1.2.2. Specific Objectives ............................................................................................................ 4 1.3 JUSTIFICATION ...................................................................................................................... 5 1.4. SCOPE OF THE RESEARCH ................................................................................................. 6 CHAPTER II ....................................................................................................................................... 7 THEORETICAL FRAMEWORK ...................................................................................................... 7 2.1 Motivation ................................................................................................................................. 7 2.1.1 Defining motivation ........................................................................................................... 8 2.1.2 Sources of motivation......................................................................................................... 9 2.2 The role of Teaching Practice on a teacher training course .................................................... 10 2.2.1 Why is teaching practice so important? ........................................................................... 11 2.2.2 How is what to do on teaching practice decided? ......................................................... 12 2.2.3 Shouldnt teaching practice be based around the needs of the trainees............................ 12 2.2.4 How will I know if I am making progress? ...................................................................... 13 2.2.5 What should be the end result of TP?............................................................................... 14 2.2.6 Working with others ......................................................................................................... 15 2.2.7 Trainees own attitude ...................................................................................................... 18 2.2.8 What do observers do during TP? .................................................................................... 18 2.2.9 Feedback on lessons ......................................................................................................... 19 2.3 Teaching Environment ............................................................................................................ 22 2.3.1. Effective Teaching Environment..................................................................................... 22 CHAPTER III.................................................................................................................................... 24 HYPOTHESIS AND OPERATIONALIZATION OF VARIABLES .................................................... 24 3.1 HYPOTHESIS ........................................................................................................................ 24

3.2 OPERATIONALIZATION OF VARIABLES ....................................................................... 25 CHAPTER IV ................................................................................................................................... 28 METHODOLOGY ............................................................................................................................ 28 4.1. Type of Study and Design ...................................................................................................... 28 4.2 Sampling Procedure ................................................................................................................ 29 4.3. Preliminary Phase................................................................................................................... 29 4.3.1. Approaching the Field of Study ...................................................................................... 29 4.3.2. Diagnostic Study ............................................................................................................. 30 4.3.3. Definition of the Problem ................................................................................................ 31 4.4. Planning Phase ....................................................................................................................... 32 4.4.1. Literature Review ............................................................................................................ 32 4.4.2. Operationalization of Variables....................................................................................... 34 4.4.3. Data Collection Instruments ............................................................................................ 34 4.4.4. Validation of Data Collection Instruments ...................................................................... 37 4.4.5. Validity and Reliability ................................................................................................... 38 4.4.6. Ethical Aspects ................................................................................................................ 39 4.5. Execution Phase ..................................................................................................................... 39 4.5.1. Data Collection Procedure .............................................................................................. 40 4.5.2. Data Processing ............................................................................................................... 41 4.5.3. Data Interpretation and Analysis ..................................................................................... 42 V. TIMETABLE ............................................................................................................................... 44 VI. BUDGET .................................................................................................................................... 46 REFERENCES ................................................................................................................................ 47 APPENDIXES ............................................................................................................................. 49 APPENDIX A .............................................................................................................................. 50 APPENDIX B .............................................................................................................................. 52 APPENDIX C .............................................................................................................................. 55 APPENDIX D .............................................................................................................................. 59

INTRODUCTION
There is no doubt that the exercise of research is an important activity which students of Licenciatura en Idioma Ingls Opcin Enseanza should not skip over as it is important, professionally talking, to know the process that carrying out a research involves. In this work, in order to apply the learned-in-class steps when researching, the researchers focus on a situation which would enable them to gather the needed data for later analysis. That situation called phenomenon has to do with the confusion students have when deciding on the above mentioned major. Many students think that majoring on Licenciatura en Idioma Ingls Opcin Enseanza is a matter of learning communicative English; unluckily, further on the way, students learn in the subject of Didactics I that that major is mainly focused on the teaching field. That unknown acknowledgment wakes on students a series of feelings which researchers decided to study. So, researchers, in order to start the research, first stated that choosing to major in Licenciatura en Idioma Ingls Opcin Enseanza breeds a common misunderstanding among many students who want to opt for it as it was noticeable that student teachers attitude begin to show a sudden change and do not feel like teaching when the time comes. This change becomes bigger up to the point of being a discomfort among students when taking the Teaching Practice subject. So as a matter of fact, student teachers of Licenciatura en Idioma Ingls Opcin Enseanza who study at the Western Multidisciplinary Campus of the University of El Salvador, show a certain degree of discomfort in regards to the teaching field. Moving on in this work, the reader will find in CHAPTER I, what the research project is all about; the thesis statement which was the reason why the researchers started to

be interested in this topic; the description of the problem which was made based on a diagnostic questionnaire; the research question which guide the researchers when making the objectives and the justification that stated the importance of this project. CHAPTER II contains all the bibliographic information found in regards to the topic: Hindrances of Teaching Practice I at the Western Multidisciplinary Campus of the University of El Salvador during semester I-2014. After presenting all the bibliographic information that supports this work, the research hypothesis which is closely related to the objectives of the project is included in CHAPTER III, and it also contains the operationalization of variables that helped the researchers when designing the data collection instruments. CHAPTER IV comprises all the previous chapters in a detailed explanation on the steps that were followed to construct each single part included in the research. It also contains the planning phase which explains how the data collection instruments are going to be conducted and then analyzed in the execution phase. Finally, this research project contains a timetable which shows the activities and the time in which they were carried on; something important to say is that some of them are not done yet; besides, it is useful to plan in advance how the research is going to be conducted next year. The timetable also contains a budget to avoid unnecessary expenses and to know if the research project is suitable to the researchers economic situation. At the end of this work appears a set of appendixes that prove the reliability and transparency of the same.

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ABSTRACT
The research project Hindrances of Teaching Practice I at the Western Multidisciplinary Campus of the University of El Salvador during semester I-2014 summarizes the problems that Teaching Practice I students face concerning the in-class and outside-class experiences. The main objective of the research is to determine the main factors that affect the teaching performance of student teachers who are taking Teaching Practice at the Western Multidisciplinary Campus of the University of El Salvador during semester I-2014. In order to test the hypothesis, The student-teachers performance of the Teaching Practice I, who are studying Licenciatura en Idioma Ingls Opcin Enseanza at the Western Multidisciplinary Campus of the University of El Salvador during semester I2014 is affected by motivation and the teaching environment, the researchers will conduct a descriptive study under the quantitative paradigm. During the research, Teaching Practice I students will be administered a questionnaire and will be interviewed. The data obtained will be organized in graphs and tables which will allow the researchers to make a deep analysis about the expected results and the gathered results. The researchers will take into account every student teacher; that is to say, the whole population.

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CHAPTER I STATEMENT OF THE PROBLEM

Choosing to major in Licenciatura en Idioma Ingls Opcin Enseanza of the Western Multidisciplinary Campus of the University of El Salvador breeds a common misunderstanding among many students who want to opt for it. Many of them, for example, chose this major thinking of just coming to the university and learning communicative English, but further on the way, students acknowledge in Didactics I subject that this major is mainly focused on the teaching field. Being the situation so, students attitude begins to show an interesting and sudden change as they do not feel like teaching. This change becomes bigger up to the point of being a discomfort among students when taking the Teaching Practice subject. As a matter of fact, student teachers of Licenciatura en Idioma Ingls Opcin Enseanza who study at the Western Multidisciplinary Campus of the University of El Salvador show a certain degree of discomfort in regards to the teaching field.

1.1 DESCRIPTION OF THE PROBLEM

It has been observed that student teachers of Teaching Practice I, who are studying Licenciatura en Idioma Ingls: Opcin Enseanza at the Western Multidisciplinary Campus of the University of El Salvador showed a certain degree of discomfort in regards to the teaching practice and that such problem affects their performance, and therefore, their like or dislike towards the teaching field.

By means of a preliminary questionnaire administered to 20 students during semester II-2013 (appendix A), researchers found out that 20% of the surveyed student teachers love English, while 60% just like it. Student teachers said (appendix A) that teaching is a way of sharing knowledge, helping others, and getting to know how different people are. In addition, they stated that teaching is a rewarding career as teachers can inspire, and therefore, change others lives. To sum up, student teachers consider teaching as an amazing experience as teachers can prove whether they are qualified to be on the field; they also have the chance to learn and enjoy at the same time. On the other hand, 20% of the surveyed students admitted that they do not like teaching (appendix A). First of all, they claimed that teaching, especially at the university, is frustrating as the groups of students are usually large. Besides, teaching is a very difficult task as it demands a lot of preparation, and it is not well paid. Another factor the researchers considered important to analyze is what moves students to decide on a certain career; that something is motivation. In order to know what motivated student teachers to choose English as their major, the researchers surveyed some of the population. Student teachers answered (appendix A) that they chose this major because they like or love English. Besides, student teachers wished to learn a language professionally so that they would have better job opportunities. Furthermore, students opted for this major as English is a lingua franca and a widely spoken language around the world; therefore, English may help them in many areas of their lives. The converse happened with some student teachers as they claimed (appendix A) that they chose this major since there was not any other option just Opcin Enseanza; they did not like math and any other major in this campus. As a conclusion, the researchers noticed that the majority of student
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teachers chose this major because of vocation, but others because of lack of courage to decide on what they really wanted to study. The above statements are undeniable factors that contribute to the student teachers deciding on the teaching field as their major, taking into account some positive and negative factors that cause them to behave in different ways concerning the teaching career. On the one hand, for example, some student teachers wrote (appendix A) that their perspective towards teaching has changed because they have come to like teaching English more. Others expressed that teaching has helped them to understand better the teaching learning process. Besides, some student teachers also claimed that having gotten to know more about the real teaching world has helped them know about their weaknesses and strengths, making them become more confident. Those factors are of course of big importance because student teachers enjoy what they do and that helps them understand what they really want to do during their life. On the other hand, some practitioners consider teaching as a very difficult task; they said that at the university they are pushed to do things just for a grade. So, they have come to the conclusion that they dislike teaching in this kind of environment (appendix A). Finally, the researchers consider important to mention that the way in which tutors evaluate student teachers affects their performance and attitude towards teaching. For instance, some student teachers argued (appendix A) that tutors comments have helped them a lot since those comments have been very professional and objective, and therefore, helped them polish their teaching skills. However, others said (appendix A) that they do not like teaching because they have to do what the tutors ask them to, not what they feel like doing. Moreover, student teachers claimed that tutors get them to do what they themselves
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do not do; they seemed that they have forgotten what teaching is about; demanding too much and sometimes grading student teachers based on favoritism and appearance. In addition, some student teachers said that some tutors interrupted them right in the middle of the class, making them feel uncomfortable. More uncomfortable, nonprofessional, and incomprehensible is the fact that they do not grade student teachers efforts, and thus they do not hesitate when giving even a four or five as a grade, which means more than a bad grade to the student teachers. Thus, the purpose of this research is to find the answer for the following question: what affects the teaching performance of student teachers of Licenciatura en Idioma Ingles Opcion Enseanza who study at the Western Multidisciplinary Campus of the University of El Salvador during semester I-2014?

1.2. OBJECTIVES
1.2.1. General Objective To determine the main factors that affect the teaching performance of student teachers who are taking Teaching Practice I at the Western Multidisciplinary Campus of the University of El Salvador during semester I-2014. 1.2.2. Specific Objectives 1. To examine if the criteria tutors use to assess student-teachers teaching performance is designed on what teaching practice focuses on. 2. To determine student teachers motivation towards teaching. 3. To determine to what extent the teaching environment affects the student teachers performance.
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1.3 JUSTIFICATION
This research is extremely important since it will provide insights on the main factors that influence the student teachers performance of Licenciatura en Idioma Ingls Opcin Enseanza, who study at the Western Multidisciplinary Campus of the University of El Salvador during semester I-2014. Besides, researchers will study how those factors make student teachers like or dislike the teaching field and its environment, that is to say, tutors assessment and judgment, criteria of evaluation, motivation, and vocation. Therefore, the information provided would help student teachers to be treated better. In addition, the factors gathered and showed throughout this research are going to make teachers or tutors be aware of the big effort student teachers make every time they go and teach a class. Most important for future teaching practice groups and the practicum teacher in charge, and for bettering the teaching practicum process, researchers will provide useful data for making this problem a more critical, serious, professional, fair, meaningful, enjoyable, and committed process. Also, researchers are focused on making people involved in the teaching process, as tutors, student teachers, and the practicum teacher, aware of the importance of feeling, being, and transmitting motivation . As motivation is the engine that moves people to do their best out of anything they may perform, researchers dedicated a special section of this work considering that motivation is a highlight which shows whether the students are coursing the major Licenciatura en Idioma Ingls Opcin Enseanza because of financial interest, lack of courage to study what they really wanted or for vocation.

1.4. SCOPE OF THE RESEARCH

During the research process on the discomfort of the student teachers towards the Teaching Practice of Licenciatura en Idioma Ingls Opcin Enseanza of Western Multidisciplinary Campus of the University of El Salvador, the researchers will focus the study on what affects student teachers when performing: criteria of evaluation, motivation, and vocation. For example, the low level of vocation and motivation of the student teachers cause them not to perform greatfully as they wish or as it would be better for the student teacher himself, the tutors, and the students as well. Any other variable not mentioned is not going to be taken into account because of the limited availability of written information and of time, too. Besides, the population to be included in the study will be just those students taking the subject Teaching Practice I during the first semester of the year 2014 at the Western Multidisciplinary Campus of the University of El Salvador, as that will prevent the researchers from wasting money on transportation. The data collection instruments to be used will be the questionnaire, the interview, and the observation guide which do not require great quantities of money and will lead the research to wished results.

CHAPTER II THEORETICAL FRAMEWORK

Whenever making a decision, people hardly ever know what to do or what to take into account in order to avoid barking up the wrong tree. So, in order to avoid such frustrating situation, people should have first a calling engine, something that comes within them, something that if they poorly posses, they would not be able to succeed in any task they would engage in; that inner engine is called motivation. Further on in this chapter, there is useful information about motivation and the sources by which motivation is affected. The same idea applies to high school students, especially English students, who are now taking and facing the core of Licenciatura en Idioma Ingls, the teaching field. These English students should know about the importance of motivation so that it becomes part of their teaching philosophy.

2.1 Motivation
As Harmer (2010) stated: It is accepted for most fields of learning that motivation is essential to success:

that we have to want to do something to succeed at it. Without such motivation we will almost certainly fail to make the necessary effort. If motivation is so important, therefore, it makes sense to try and develop our understanding of it. Are our students motivated in the same way? What is the teachers role in a student's motivation? How can motivation be sustained? (pp. 51-52).

2.1.1 Defining motivation At its most basic level, motivation is some kind of internal drive which pushes someone to do things in order to achieve something. As H. Douglas Brown (2010) points out, a cognitive view of motivation includes factors such as the need for exploration, activity, stimulation, new knowledge, and ego enhancement (As cited in Harmer, 2010). The adult who starts going to the gym, for example, may hope that a new body image will aid ego enhancement and be stimulated by the active nature of this new undertaking. Motivation is a state of cognitive arousal which provokes a decision to act as a result of which there is sustained intellectual and/or physical effort so that the person can achieve some previously set goal (As cited in Harmer,2010). They go on to point out that the strength of that motivation will depend on how much value the individual places on the outcome he or she wishes to achieve. Adults may have somehow defined goals. Childrens goals, on the other hand, are often more amorphous and less easy to describe, but they can still be very powerful. In discussions of motivation an accepted distinction is made between extrinsic and intrinsic motivation, that is motivation which comes from outside and from inside. Extrinsic motivation is caused by any number of outside factors, for example, the need to pass an exam, the hope of financial reward, or the possibility of future travel. Intrinsic motivation, by contrast, comes from within the individual. Thus a person might be motivated by the enjoyment of the learning process itself or a desire to make themselves feel better.

Most researchers and methodologists have come to the view that intrinsic motivation is especially important for encouraging success (Harmer, 2010, pp. 51-52). 2.1.2 Sources of motivation The motivation that brings students to the task of learning English can be affected and influenced by the attitude of a number of people. It is worth considering what and who these are since they form part of the world around students feeling and engagement with the learning process. As hammer (2010) exemplifies, two factors affect the students interest on learning a new language: the society we live in and people around us. The society we live in: outside any classroom there is a posture towards language learning and in this specific research, researchers are particularly concerned on the English language. How important is the learning of English considered to be in the society? If school students were offered the choice of two languages to learn, which one would they chose and why? Are the cultural images associated with English positive or negative? All these views of language learning will affect the student's attitude to the language being studied, and the nature and strength of this attitude will, in its turn, have a profound effect on the degree of motivation the student brings to class and whether or not that motivation continues. People around us: apart from the culture of the world around students, their posture towards language learning will be greatly affected by the influence of people who are close to them. The attitude of parents and older siblings will be crucial. Do they approve language learning? for example, are they more concerned with other subjects than with their childrens success in English? The attitude of a

student's peers is also of great importance. If they are critical of the subject or activity, the students own motivation may suffer. If they are enthusiastic learners, however, they may take the student along with them (Harmer, 2010, pp. 51-52). So as mentioned above, the students of Licenciatura en Idioma Ingls Opcin: Enseanza have to face the core of their major, that is, the teaching practice, but up to now they have been exposed to or learned just theory, and since many say that is easier said than done, it is important for the student teachers to have teaching practices before getting into the real teaching field. So far, it is a good time to point out and to clarify to students the importance of the role of the teaching practice in the major. What is more, it is necessary to highlight the methodology tutors and trainees should follow and what it is all about so that the teaching experience turns out meaningful, joyful, pleasant, and satisfying not only for tutors but also and most important for trainees, who up to now are only but amateurs in the teaching field.

2.2 The role of Teaching Practice on a teacher training course

Teaching practice is the process in which the student teacher is required to show his/her teaching skills and techniques in order to direct or orchestrate the learning activities of the class. Teaching practice can take place in an English speaking country or in a country where the first language is not English. The trainees can be native or non-native speakers of English and the classes may be monolingual or multilingual (Gower, R., Phillips, D., & Walters, S., 2005, pp. vi).

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2.2.1 Why is teaching practice so important? According to Gower, Phillips & Walters (2005) you can learn a lot about teaching by discussing it and talking about materials and techniques but, like most skills, including using language effectively, you cannot really learn it without doing it. It is one thing to describe what you are going to do in a lesson, when you might be allowed to talk without interruption; it is quite another to carry it out when it includes a group of people who expect to contribute to the lesson and perhaps influence its progress. Before you teach students who expect you to be able to do your job, there are obviously huge benefits in being able to try things out beforehand in a supportive atmosphere, such as teaching practice should provide (pp. 1). As teaching practice is the process in which student-teachers are required to show their skills and techniques in order to direct orchestrate the learning activities of a class, the student-teachers cannot enter the classroom without knowing what they are going to do. Teaching is a big deal; thats why, the practicum teachers should take this process seriously. As mentioned above, it is necessary that the student-teachers practice what they know so the role of teaching practice is to help the student-teachers improve or polish their teaching skills and techniques by providing them with a real teaching situation and an opportunity to be evaluated and constructively criticized. Providing the trainees with a real teaching situation will help them become responsible, develop an understanding of the big difference among students and therefore, of the different approaches required. Finally, student-teachers will be able to solve any inconvenience in the real teaching world after having tried out new and useful techniques. If trainees are evaluated in constructively
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criticized they will also develop a criteria for self-evaluation and self-awareness, and therefore, trainees will develop their own teaching style. To sum up, teaching practice should provide meaningful learning for the students involved. 2.2.2 How is what to do on teaching practice decided? Supervisors or tutors will probably give a lot of support and help initially, Gower (2005), both with what to teach and with techniques and materials to use. This detailed guidance is often gradually withdrawn as trainees ability increases in identifying the students language needs and in preparing activities and materials to satisfy them. The aim of a lesson should initially be identified for trainees. Some supervisors like to give out beforehand a timetable or a syllabus of what trainees are going to teach and how their lessons fit in with the students timetable and that of other teachers or trainees. The syllabus should ideally reflect both the trainees and the students needs (pp. 2). 2.2.3 Shouldnt teaching practice be based around the needs of the trainees? In the words of Gower (2005) In some ways this is so and most courses ensure that a wide range of teaching skills are worked at. But the most effective way of meeting those needs is by making teaching practice reflect the real situation as closely as possible: this can only mean basing it, as far as possible, on what the students need to learn. Teaching practice is a time for experiment. It is one of the few opportunities student-teachers may ever have for trying out a new idea and having one or more critical but supportive observers. When anything is tried out for the first time the trainees are likely to make mistakes; sometimes, more can be learned from the lessons that do not go so well than form the great successes (pp.2).

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2.2.4 How will I know if I am making progress? According to Gower (2005), three indicators can help a student teacher to make progress in the teaching field: 2.2.4.1 Though self-awareness Sensitivity won't really come until the trainee have had experienced and learned to relax with their students. As the basic classroom skills are mastered and different parts of a lesson are handled more confidently the trainee should be able to stand back mentally and observe the class as it is going on, see what the students are doing well, what they are having problems with as well as how they are interacting as a group, the trainees will gradually become more selves-aware-of their particular strengths, and of areas where improvement is needed. 2.2.4.2 Feedback from observers and students Definitely, someone elses observation eases the tense trainees situation, especially an acquainted persons. In this specific case, the researchers point at the important role that the practitioners have among one another. Absolutely, the confidence established between peers is a factor that contributes each others enrichment of performance. Since student-teachers observe their partners performance, the researchers consider that process a contributing fact that allows an aware-making and polishing process between peers. Of course, if the previously mentioned process works otherwise, student-teachers risk taking the Teaching Practice subject as an objectiveless training, something that is definitely wrong. It would be of worry to find out at the end of this project that studentteachers show a low degree of awareness in the teaching learning field. So, based on good
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and objective and careful observation, every trainee is responsible of giving an objective and thorough feedback. In fact, observer-trainees role is that of telling their peers what should be improved and what worked out well. In that way, the performer trainees enriches, improve, and become aware of their strengths and weaknesses based on the resources gotten from the feedback. Gower, R. Phillips, D., and Walker (2005) point out that [] trainees can help develop awareness. They can sit back in observe what is going on in a more objective way. Clearly, student-teachers should work responsibly and should give the best of them at the moment of performing and observing as well. 2.2.5 What should be the end result of TP? After TP, Gower (2005): 1. be more aware of the language you are teaching; 2. be more aware of the factors that aid and impede learning in the classroom; 3. be in control of basic classroom management skills; 4. be able to plan a series of lessons, perhaps based around published materials (such as a course book), which are relevant to what the students need to learn; 5. be able to present, practice and revise language; 6. be able to use activities and materials that develop language skills; 7. be able to help students develop their awareness of how they learn and what learning strategies suit them; 8. be able to think critically and creatively about lessons (pp. 3).
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Clearly, all items about are intended to ongoing trainees reflective awareness since the first touch with the exercise of teaching. In that way, student-teachers are able to manage the varied and broad teaching environment they would be exposed to; however, whether they would be or not reflective teachers is a decision of their own, a fact that really needs careful and exhaustive treat. 2.2.6 Working with others During your training, as in most teaching situations, you will be liaising and cooperating with other teachers: perhaps fellow trainees, TP supervisors, teachers to whom you are apprenticed, other teachers working in the institution (Gower, 2005). The previous is absolutely a true fact nobody cannot deny since everybody needs others help. There would be always doubts, but answers as well. There would be problems, but solutions to them too. Everybody needs everybodys help, of course it does not mean that will be all the time, since one of the principles of a good teacher is autonomy, which at the same time must not be confused with selfishness and indifference towards colleagues. 2.2.6.1. Working with a supervisor and/or a teacher to whom you are attached In most institutions this persons role is, Gower (2005): to help with lesson preparation; to observe critically; to give helpful feedback.

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[ST should] make the most of tutors experience and expertise. However, it is vital [not to be] over-dependent on [the] tutor. [ST] should always be moving positively towards independence and eventually should get close to the real-life situation when working with little or no help. [The tutor is not guilty] if things go wrong; [ST] are the one[s] with responsibility for the class [they] are teaching. [ST should r]espond positively to suggestions and criticism; by all means [ST should] give reasons for doing something, but [they should] try not to be defensive. It is important to take into account that the fact of working with an attached teacher does not mean to depend on him or her definitely. Even though receiving feedback from this only teacher or supervisor is helpful, the student-teacher should not forget that students themselves are a good feedback resource as well. Another point to mention is that the probable good relationship between the trainee and his or her advisor would not confuse each others role. Neither the supervisor would benefit the trainee nor would the trainee benefit the supervisor, since the teaching field is a delicate and academic career. 2.2.6.2 Co-operating with other teachers working in the institution Gower (2005) claimed: In addition to your supervisor or attached teacher other teachers may be a great help. For example, some may be prepared to give guidance as to what materials to use or tell you what you need to know about particular students. They can also give you a good picture of what teaching is actually like. However, they are likely to be busy and preoccupied with their classes and should not be pestered unnecessarily. Remember: if they are teaching the same students as you are, they can make a big difference of how those students think of you. If you are observing, participating in or

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teaching another teachers class it is imperative that you do everything you can to cooperate with the groups main teacher, that you know what your role is and that you dont tread on anyone's toes by turning up late, interrupting at an inappropriate time, contradicting the teacher in front of the students, etc! In addition, try to behave professionally with colleagues (teachers and fellow trainees) from the start: 1. Clean the board when you finish. 2. If you rearrange the furniture return the room to the state you found it in. 3. Return borrowed materials. 4. Start and finish lessons on time. 5. It is really important that people who are going to use the machinery really know how to use it in order to avoid problematic situations. It is also worth remembering that institutions have expectations as peoples behavior and personal appearance. It is recommendable to take into account from the teachers their points of view about what is considered appropriate for them. While certain informality may be acceptable and indeed necessary to help the students relax, a low level of cleanliness and tidiness isnt. If trainees are working with students who come from different cultures they should remember by their own that there are marked cultural differences as regards what is considered to be appropriate dress; aim to gain the respect of your students, not to embarrass them (pp. 4). 2.2.6.3 Working with other trainees

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In many TP situations trainees will be expected to work together in the preparation of classes. TP isn't a competitive situation where one persons good lesson diminishes the value of someone elses (Gower, et al., 2005, pp. 4). 2.2.7 Trainees own attitude According to Gower (2005), student-teachers personalities are already defined and it is very difficult to change them; however, student-teachers can change other important aspects to alter the impression perceived in class. 1. By smiling- that doesn't mean that trainees have to walk around with a fixed grin, but showing a friendly attitude warms the students to them; 2. By responding to what students say as communication trainees should try to respond naturally, and most important, that should interest in what they say. It is also relevant to remember that trainees do not have to treat every utterance as a model to be corrected or congratulated upon! 3. By finding out about students, getting to know them; 4. By taking time, by showing an interest in both the learning and the personal interests of students. Talk to them before and after the lesson. Notice if they are absent, etc; 5. By trying to enjoy their company as a group; 6. By showing that they are enjoying teaching their students (pp.5). 2.2.8 What do observers do during TP? Supervisors will usually sit apart, and probably take no part in the lesson but observe and note what is happening.

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Supervisors are just observers; that is why, they have to let the trainee who is teaching concentrate on the students by considering that: 1. Observers have to sit apart from students to avoid participating in the class directly. 2. Observers must be as silent and inconspicuous as possible in order to avoid unnecessary interruptions during the class 3. Observers dont have to make eye contact with the person teaching, that attitude can make the trainee feel insecure. 4. Observers dont have to interrupt just because they want. Their job is just to observe and take notes of what happens in the class. There are obvious exceptions to this: when, for example, a trainee wants help with monitoring pair work, when supportive laughter might be helpful, or when you are helping the trainee with timing by indicating how much time is left (Gower, et al., 2005, pp. 6). 2.2.9 Feedback on lessons The timing and format of the feedback can vary depending on the TP situation. Feedback is often giving soon after the trainees have finished teaching, though it can take place sometime later- perhaps the following day. Some supervisors like to give the trainees time to reflect on their own lesson and expect them to make written notes. Even if the trainees are not required to do so, from time to time they may like to do a critique of one of their own lessons. The trainees who improve most quickly are those who recognize their strengths and weaknesses and are open to suggestions for improvement. They respond positively, not defensively, to criticism-seeing all feedback as an aid to improvement.
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Feedback on lessons can be frustrating and even seem unfair this is often because: The students needs are rightly being considered first; The trainees may be trying out new ideas, totally unpracticed. This is especially true if they are on a pre-service course and doing TP at the beginning of the course; The trainees dont often get the chance to have another go at something they messed up. However, supervisors are likely to be aware of these sorts of problems and will provide support. Its recommendable for the trainees to listen carefully to what their supervisors say; they may want to make notes on the lesson plan. After each lesson, trainees can analyze how they used previous criticisms to improve their teaching styles. In fact, if they have shown that they are good or great at some particular skill it might be worth to avoid use it all the time in order to let other skills grow up. Trainees have to remember that they have to pay attention to their weak skills and that they have to overcome them in class even when trainees know they are being graded. When working as supervisors trainees have to avoid questions which can provoke a defensive reaction, such as: Why on earth did not you show everyone the picture? whereas phrases with another attitude such as: I do not think everyone could see it are likely to be more helpful. The trainees-supervisors should try to describe what they observed rather than making value judgments. Also, although they will want to be supportive, it can be just as unhelpful to over praise a lesson as to be overly critical. Gower

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says: Being aware of the effect language can have and being able to offer non-deterring criticism are aspects of the students job as a teacher. After having mentioned all the above information about motivation and the importance of the teaching practice, it seems good to think of the teaching field as whether a profession or vocation considering to what teacher Randall (1962) says below: Teaching is more than a noble profession. It is a vocation, a calling. The teacher is the most important person in any civilization, as on him depends the molding of the nation. There are not many born teachers, but there are those who love teaching, and there are those who enter it as an occupation. The chief qualification for a teacher is his or her love for children; from there can follow the training by good teachers and professors of techniques and principles. Good teacher-pupil relationship is very important. In addition, one of the most important things that teachers should always keep in mind is the fact that teaching is not only a profession but also considered as a vocation. None of them could become effective and efficient teachers if they will only work for the sake of the degree that they have earned in college or just for the sake of the salary they get from their employers. So that we can see why teaching is considered as a vocation, first, lets take a look at the difference between profession and vocation. According to the Oxford Dictionary the word profession is a paid occupation that involves prolonged training and a formal qualification (Profession), while the word vocation is a strong feeling of suitability for a particular career or occupation, especially regarded as worthy and requiring dedication (Vocation).
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Teaching is technically a profession where it normally involves occupation and the salary that is being awarded to a teacher after hard days of work. However, unlike any other profession, it requires dedication and service in order for an individual to be considered as a real teacher. Thats the reason why teaching should not just be treated as a simple profession but also a serious vocation where other people and service is over self and salary (Teaching as a Vocation. Retrieved on October 14). After many factors showed, explained, and studied, people should ask themselves the next question in order to know and to think of the importance to decide to become a teacher and, therefore, to be an excellent teacher. Without teachers, how would anyone learn or know anything?

2.3 Teaching Environment

Teaching environment is the conditions in which a class is given. 2.3.1. Effective Teaching Environment The goal for all teachers is to provide effective instruction that leads to student learning. However, that goal is greatly dependent upon having a safe and supportive environment in which teachers can teach and students can learn. An effective classroom environment for teaching and learning may be created by the teacher to maximize the time dedicated to the teaching-learning process (Effective Teaching Practices. Retrieved on October 29). 2.3.1.1. Knowing their teaching team According to some experts from Monash University (2012), trainees need to know their colleagues so that the quality of teaching-learning environment can be based on
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discussion with them when they are not sure about what to do in any difficult situation one of them has gotten; when they are thinking to try a new idea/technique in class; when they want to know more about a topic; and when they have difficulties to treat some students. 2.3.1.2. Handling Difficult Situations It is necessary that trainees discuss with the team common difficult situations, so that they will have access to possible techniques when necessary. For example; if students talks loudly and dominates class discussions, trainees should assign a specific time to each student to answer a question, and then give the opportunity to another student. Moreover, if students talk about things that have nothing to do with the class, trainees should tell them that the work is going to be controlled in just a short period of time, so that students do not have time to talk about another thing. Furthermore, trainees should never remain silent most of the time, but they should use some questions directly to make students participate. In addition, if students have a point of view, trainees should ask if all the members of the class have similar opinions, give them some comments and then, continue the class (Learning and Teaching Environment. Retrieved on October 29).

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CHAPTER III HYPOTHESIS AND OPERATIONALIZATION OF VARIABLES

3.1 HYPOTHESIS
Motivation and teaching environment affects the student teachers performance of the Teaching Practice I, who are studying Licenciatura en Idioma Ingls Opcin Enseanza at the Western Multidisciplinary Campus of the University of El Salvador during semester I-2014.

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3.2 OPERATIONALIZATION OF VARIABLES

General Objective Specific Objectives Hypothesis Units of Observation Variables Definition of the variable Indicators Instruments Time (number of hours of observat ion) 1 hour 3 hours 1 hour

To determine the main factors that affect the teaching performance of student teachers who are taking Teaching Practice at the Western Multidisciplinary Campus of the University of El Salvador during semester I-2014.

To examine whether the criteria tutors use to evaluate student-teachers is designed on what teaching practice exercise. To determine student teachers motivation towards teaching. To determine to what extent the environment affects the student teachers performance.

The student teachers performance of the Teaching Practice I who are studying Licenciatura en Idioma Ingls, Opcin Enseanza at the Western Multidisciplinary Campus of the University of El Salvador during semester I-2014 is affected by motivation and the teaching environment.

How well a person does a piece of work or an activity

Teaching Practice I Student teachers

Student teachers Performan ce

1. Teaching Practice 1.1 Studentteachers teaching skills 1.2 Student teachers teaching techniques 1.3 Development of the student teachers teaching style 2. Feedback 2.1 Tutors Assessment 2.2 Peers assessment 2.3 Students assessment 2.4 Self-

Questionnaire Interview Observation

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assessment Student teachers Motivatio n Some kind of internal drive which pushes someone to do things in order to achieve something. 1. Student Questionnaire teachers willingness to Interview teach 2. Clearly Observation defined goals 3. Determination 4. Need or reason for doing something 5. Student teachers hopes 6. Student teachers expectations 7. Student teachers enjoyment 8. Student teachers engagement 9. student teachers positive attitude 10. Student teachers enthusiasm for doing something 1 hour 3 hours 1 hour

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11. Student teachers desire for selfimprovement 12. Student teachers success desire 13. Student teachers grades 14. Student teachers motivation 14.1 Student teachers dedication 14.2 Student teachers desire to serve others Teaching Practice I Student teachers 1. teaching Teaching environme nt The settings or conditions in which ideas or principles taught by an authority are carried on.
something new 2. dealing with students 3. teacher skills and techniques 4. classroom 4.1 size of the class 4.2 size of the room, board, desks 4.3 equipment

Questionnaire Interview Observation

1 hour 3 hours 1 hour

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CHAPTER IV METHODOLOGY
In order to answer the question what affects the teaching performance of student teachers of Licenciatura en Idioma Ingls Opcin Enseanza who study at the Western Multidisciplinary Campus of the University of El Salvador during semester I-2014?, the researchers will carry out the study called Hindrances of Teaching Practice I at the Western Multidisciplinary Campus of the University of El Salvador during semester I2014 Along the research study, the researchers will follow several important systematic steps. These steps are very carefully organized and described following on.

4.1. Type of Study and Design

To carry out the research project Hindrances of Teaching Practice I at the Western Multidisciplinary Campus of the University of El Salvador during semester I-2014, the researchers will take into account the quantitative paradigm in order to gather data through an observation guide, an interview and a questionnaire. Even though most of the data gathered will be focused on varied experiences, characteristics, concepts, and opinions, the researchers will convert the data into numeric percentages that will show the value that each of the items of the instruments has. To show a relationship between discomfort and class performance of the Teaching Practice I students and to acquire new insight onto it, the researchers will carry out a descriptive study. The study will consist of basically the researchers systematically acquiring and recording information about the members of the previously mentioned target population through data collection instruments that allow the development of a successful
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research. That is important because researchers need a via to appropriately accomplish the already set objectives of the research. The target population will be studied by researchers administering an observation guide, an interview and a close-ended and categorized questionnaire.

4.2 Sampling Procedure

The target population for this research study will be the entire group of Teaching Practice I students taking that subject during semester I-2014 at the Western Multidisciplinary Campus of the University of El Salvador. Since Teaching Practice I group is not that large, the researchers will take into account every student of the group so that all of the data collected really answers the hypothesis.

4.3. Preliminary Phase

In The Preliminary Phase, the researchers present a detailed explanation of the way they approached the field of study in order to conduct a diagnosis (Appendix A) to be able to define and describe the situation. Besides, a detailed description of how the field of study will be approached again when beginning the research study itself is provided in this phase. 4.3.1. Approaching the Field of Study In early October 2013, some information was gathered about the problematic situation that students of the Teaching Practice I were facing. The researchers found out that some of them were satisfied because they were learning a lot through teaching practice, but some others showed some problems about motivation and vocation. The information collected then called researchers attention, so they started to study how choosing to major in Licenciatura en Idioma Ingls opcin Enseanza at the Western Multidisciplinary

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Campus of the University of El Salvador breeds a common misunderstanding among many students who want to opt for it. Many of them, for example, chose this major thinking of just coming to the university and learning to communicate in English, but further on the way, students acknowledge in Didactics I subject that this major is mainly focused on the teaching field. Being the situation so, students attitude began to show an interesting and sudden change as they did not feel like teaching. This change became bigger up to the point of being a discomfort among students when taking the Teaching Practice subject. As a matter of fact, student teachers of Licenciatura en Idioma Ingls opcin Enseanza who study at Western Multidisciplinary Campus of the University of El Salvador, show a certain degree of discomfort in regards to the teaching field.
4.3.2. Diagnostic Study

At this point, a questionnaire was conducted to get important information of the situation student teachers were having through Teaching Practice. Once those questionnaires were answered, the researchers were provided with helpful information to design the statement of the problem. That is, to define the scope of the problem existing in Teaching Practice I subject in the Foreign Language Department at the Western Multidisciplinary Campus of the University of El Salvador, a preliminary diagnosis questionnaire (Appendix A) was designed by the researchers and validated by the teacher in charge of the Research Methods subject. In October 2013, a selected sample of 20 subjects was selected. This sample consisted of people who took the Teaching Practice I course in the current year at the Western Multidisciplinary Campus of the University of El Salvador. The questionnaire consisted of five open and categorized questions. The first question was categorized, and it was designed to determine to what extent student teachers
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liked teaching. The second one was an open question which was intended to know why student teachers chose the major of Licenciatura en Idioma Ingls. The purpose of the third question was to find out whether students knew they would become teachers by studying the major above mentioned. The next question was concerned to gather information about whether student teachers experiences in the teaching field have affected their liking or disliking of such field. Finally, the last question referred to the student teachers agreement on tutors way of evaluating them as practitioners. 4.3.3. Definition of the Problem The results of this preliminary diagnosis were helpful to define the problem and its scope. First, it has been observed that student teachers of Teaching Practice I who are studying Licenciatura en Idioma Ingls: Opcin Enseanza at the Western

Multidisciplinary Campus of the University of El Salvador showed a certain degree of difficulty in regards to the teaching practice and that such situation affects their performance, and therefore, their like or dislike towards the teaching field. Second, they revealed the main factors that influence the students performance. For instance, student teachers said (appendix A) that teaching is a way of sharing knowledge, helping others, and getting to know how different people are. In addition, they stated that teaching is a rewarding career as teachers can inspire, and therefore, change others lives. To sum up, student teachers consider teaching as an amazing experience as teachers can prove whether they are qualified to be on the field; they also have the chance to learn and enjoy at the same time. On the other hand, some of the surveyed students admitted that they do not like teaching (appendix A). For a start, they claimed that teaching, especially at the university,

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is frustrating as the groups of students are usually around 30 to 70 students. Besides, teaching is a very difficult task as it demands a lot of preparation, and it is not well paid. These factors were taken as the starting point to define the problem, its scope, and its objectives. In fact, the results of the preliminary diagnosis showed that there is a relationship between the teaching environment and the student teachers performance, causing student teachers to like or dislike the teaching field.

4.4. Planning Phase

After making the diagnosis of the indicators of the problem, identifying such problem, and describing it, the researchers started the planning phase, which contains all the information necessary to build a solid theoretical framework. Once the problem was set, it was necessary to define all the variables to be measured in the project; in this manner, the investigators consulted different sources to offer information about the Teaching Practice. Starting from this point, the researchers critically analyzed all this information in order to create instruments, taking into account their validity and reliability so that the ending results may help tutors and the students teachers to see the Teaching Practice as a way of developing teaching skills and trying out new techniques. 4.4.1. Literature Review As researchers needed to collect information, the first step to build the theoretical framework was to look for primary resources in libraries (books, thesis, or articles presented in seminars). Besides, they looked for suitable information on search engines on the Internet, mainly from organizations, universities, or governmental articles. One of the books found on the Internet and that provided the researcher with useful information is

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THE PRACTICE OF ENGLISH LANGUAGE TEACHING by Jeremy Harmer, an expert on the teaching field research. In addition, Teaching Practice - A Handbook for Teachers in Training by Roger Gower, Diane Phillips and Steve Walters, served as the main source of information in order to enrich the theoretical framework. This information was then reviewed to get important data related to the topic of study. Data that failed to describe or to relate to the topic was discarded. First of all, the theoretical framework contains data related to the varied factors that affect the student teachers performance. As motivation is considered a vital factor when teaching, the first section of the theoretical framework refers to motivation (definition and sources of motivation). Then, a brief description of what teaching practice is, what it practises, what its objectives are, and what it is based on, is given so that the reader understands the importance of having teaching practice on a course, and why it is necessary to let trainees know the importance of undergoing this process so that they be aware of it and therefore, work responsibly to overcome their weaknesses and enrich their strengths. In addition, the researchers include information about what all the people involved in the teaching practice should do so that they accomplish the teaching practice objectives listed in the theoretical framework. Finally, the reader is going to find a contrast between considering teaching as a vocation or as a profession as they both have to do with teaching. All the above-mentioned aspects were carefully searched in the available literature to build a theoretical framework that describes and strongly relates to the field of study. These factors were also added to operationalize the variables of the hypothesis that were included at the end of the theoretical framework.

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4.4.2. Operationalization of Variables First, the variables were carefully analyzed to verify that they could be measured and observed. This was done by discarding any abstract concept related to feelings or vague ideas. Then, the researchers asked the teacher in charge of the subject English Research Methods to check this stage in order to receive any help referred to the operationalization of the variables. Finally, the variables were defined based on the theoretical framework. In this case, the variables were operationalized by breaking down the indicators of each variable into small chunks or pieces of information that specified what each student or the research team was expected to do under each aspect used to measure the variables. Each of the variables was then standardized so that the concepts treated in the whole investigation could be defined and understood in the same way throughout the process. 4.4.3. Data Collection Instruments The research tools and techniques of each method are important because they are the via by which the researchers objectives will be appropriately accomplished. Every time a research is carried out, it is clear that the researcher cannot do it without certain means of data collection. These means that are used for gathering information and which a researcher cannot avoid using are called data collection instruments. In this case, the researchers are going to use of the observation guide, the interview and the questionnaire only. The first data collection instrument that researchers plan to administer is the questionnaire. Since questionnaires are typically made up of closed-ended questions with specific response categories rather than open-ended questions that allow respondents to write on their answers, the researchers will carry out a questionnaire (appendix B) as it suits better the quantitative paradigm being applied. The researchers designed a 10-question questionnaire
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by which they will gather the needed information for lately analysis. Question number one pretends to find out whether someone has told student teachers what the teaching practice is about. The second question quantifies the difficulty student teachers consider the teaching practice to have. The following question concerning the didactic, psychological, and social skills needed when teaching was made in order to analyze in which circumstances student teachers state of mind, awareness, and capacities are up to the moment. In the fourth question, researchers evaluate the importance student teachers give to the Teaching Practice I subject as diagnosis shows that a high percent of student teachers do not like or do not love the teaching career (appendix A).Question number five is meant to know what teaching is for students. In question number six, a question related to the previous one is made; the awareness of responsibility necessary to teaching is put into evaluation. Then, in order to know the frequency of student teachers willingness to teach or to perform, the researchers included the seventh question. Almost to finish up the questionnaire, the researchers want to know the lack, which according to student teachers themselves, they present when teaching; thats why, the researchers made question number eight. The next question is intended to discover the influence previous practitioners have made on the target population, that is, student teachers. Finally, the last question concerns the vocation student teachers have on the teaching field. Besides, it grasps important student teachers information which will help the researchers when analyzing the collected data, so this question contains an open section (it includes a why-question). The second data collection instrument which researchers include in the development of this work is the interview. Researchers will interview student teachers in order to gather information about their standpoints on the teaching field topic after having undergone some
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experience on it. The researchers will divide up in pairs to carry out the interviews, so that one researcher will be asking the close-ended and categorized questions, and the other researcher will be taking notes. That is something important to consider as the interviewer, then, will have the chance to make eye contact with the interviewee along the interviewing exercise. Otherwise, if the interviewer administers and takes notes at the same time, he/she will not be able to conduct an effective interview. Furthermore, the interviews are going to be based on an interview guide (appendix C) so that they will be aimed to reach the interviewers objectives. The seven-interrogation interview guide that was designed is as follows. As the grades student teachers get are a strong factor that influences student teachers willing to keep responsibly working on their performance, student teachers will be presented with an interrogation about how their grades encourage them for their next time to teach. Then, the researchers will ask student teachers whether they put into practice the didactic skills and techniques they have learned at the moment of teaching or not. That information will be gathered in the second question. Following on with the quest an intending to evaluate student teachers satisfaction with the feedback they receive after teaching, the researchers designed a question which is intended to know whether student teachers consider their feedback as objective, satisfying, bad, motivating, or enriching to their teaching style. As researchers want to find out whether student teachers consider the teaching environment (settings or conditions in which ideas or principles taught by an authority are carried on) as appropriately as to allow them to develop their teaching style, the researchers added that question as interrogation number four. In the next question, researcher are going to ask student teachers how they consider teaching, whether as something tough, complex, difficult, easy, interesting, or satisfying. That is something
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important to know because at the same time student teachers will show their perspective of teaching. Another important thing to know about is whether the groups in which student teachers are working with, influence them to feel willing to teach a next time. Here student teachers will take into account students participation, paying attention, agreeableness, collaboration, and group size. The last and seventh question has the purpose of knowing whether student teachers consider teaching as their vocation after having taught some classes. Student teachers will be allowed to mark off options such as like it, love it, comfortable when teaching (free of anxiety), and enjoy it. With that last question, researcher will gather enough student teachers information based on the varied data that student teachers will facilitate. The third and last data collection instrument to be used by researchers is the observation guide. The already mentioned tool will be conducted in order to garther useful information about the student-teachers performance and motivation; besides, researchers will study the teaching environment, classroom, and students behavior (see Appendix D). 4.4.4. Validation of Data Collection Instruments After elaborating the instruments and taking into account the different indicators included in the operationalization of the variables of the hypothesis and aiming to find out the main causes that affect student teachers performance, the researchers will have the research tools be validated by the teacher in charge of the subject English Research Methods of the Foreign Language Department, Western Multidisciplinary Campus of the University of El Salvador. The researchers will show the teacher in charge the questionnaire and the interview guide for her to read it and give suggestions in order to improve the tools to be used. Then, the researchers will take into account all the
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recommendations and will make all the necessary changes to improve the instruments and to make them valid and reliable. Consequently, the tools will be administered to a small sample (not to be included in the study) in order to make sure that the different items and questions are understandable. The final phase of the validation of instruments will consist of providing the expert with the research tools including the incorporated suggestions. Once validated, the instruments will be administered to the sample population. 4.4.5. Validity and Reliability To make the instruments valid, the researchers will elaborate them based on three main validity criteria. First, they will base on construct validity in which they will focus on whether their program is a good reflection of the construct or not. Second, they will base on content validity, in which they will check the operationalization and see the degree to which tests or questions cover the content of the work to be assessed. Third, they will base on criterion-related validity in which they will examine whether their program behaves the way it should be given them theory of construct because each of the tools to be used need representative constructs of the studied topic, and the scores measured interrelated items taken from the theoretical framework. To make results reliable, the researchers will use the internal consistency method, which refers to inter-item reliability, and assesses the degree of consistency among the items in a scale, or the different observations used to derive a score. Moreover, they will make use of ways to measure reliability; for example, Internal Consistency which refers to inter-item reliability, and assesses the degree of consistency among the items in a scale, or

38

the different observations used to derive a score; Test-retest Reliability which is usually measured by computing the correlation coefficient between scores of two administrations; and Interrater Reliability which gives a score of how much homogeneity or consensus is shown in the ratings given by judges. In addition, the researchers will take into account the heterogeneity of the items which means that the greater the heterogeneity (differences in the kind of questions or difficulty of the question) of the items, the greater the chance for high reliability correlation coefficients. And heterogeneity of the group members because the greater the heterogeneity of the group members in the preferences, skills or behaviors being tested is, the greater the chance for high reliability correlation coefficients. On the other hand, researchers will avoid factors that affect reliability as poor or unclear directions given during administration or inaccurate scoring. 4.4.6. Ethical Aspects The researchers will respect the basic ethical principles of a research project. For example, they will respect the nonmaleficence norm because they will not damage anybodys integrity during the process. They will respect the expectations of confidentiality to keep participants personal information anonymous and will not reveal information that the participants do not want to be revealed. They will also respect the participants free willing to make choices when answering the different questions of the tools to be applied.

4.5. Execution Phase

Lastly, to continue with the research study, the execution phase comprises the data collection procedure and a complete description of what the experiment will be about. Since this study will be carried out taking into consideration the quantitative paradigm, all
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data will be processed and analyzed after collecting and comprising the two last parts of this phase, data processing and data interpretation and analysis. 4.5.1. Data Collection Procedure After elaborating instruments and validating them taking into account the different indicators included in the operationalization of the variables of the hypothesis, the

researchers will administer the tools to the population of Teaching Practice I students. But before administering the tools, the researchers will have to build rapport with the students by talking to them about the teaching practice subject. To do this, the researchers will ask the practicum teacher for some time at the end of his class to encourage students to answer the different questions that the questionnaire and the interview have. In addition, the dates to administer the two tools will be set according to the subject schedule. In these days, the whole group will answer the tools simultaneously. If some students are not able to answer the questionnaire or the interview for any reason, they will be asked to do it as soon as possible so that the research will be reliable as every student will be taken into account. The researchers will administer first the questionnaire and then the interview. Teaching Practice I students will be provided with a printed questionnaire, which will consist of ten closed-ended and categorized questions. The period of time assigned to answer the questionnaire will vary according to the student teachers necessities. For the interview, the researchers will ask student teachers to answer orally a set of seven open-ended and categorized questions. In this case, two researchers will interview

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one student at a time so that the interviewee will feel free and comfortable to answer according to his/her own criterion. The steps and the order to follow during the interview will be: first, greeting and self-introduction; second, the explanation of the purpose of the interview; third, the development of the interview itself; and four, the acknowledgements. Consequently, every answered instrument will be checked before classifying information in order to avoid misunderstandings with unclear answers, incomplete filled instruments, or missing data that could generate any inconsistency when analyzing the collected data. 4.5.2. Data Processing During the data processing the researchers will use the SPSS software to classify and organize all the data obtained during the research. All the results from the questionnaire and interview will be treated in order to show the data collected, and Microsoft Excel 2010 will be used to generate different frequency tables and graphs to interpret the results. In this way, the investigators will be able to analyze the different results to test the hypothesis previously stated. The first step of data processing usually involves converting the respondents answers to numbers by means of coding procedures. Coding is the act of assigning numerical values to a set of data in order to make analysis simpler. To make the coded data understandable and manageable, the researchers are going to use a codebook. This codebook explains the coding process and acts as a guide for locating variables in the data set. Codebooks also describe the meanings for each code used. There are two purposes for

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these codebooks, first they are a guide in the coding process. Secondly, codebooks act as guides in locating variables within a study. So, the researchers will start giving codes for the answers that they think belong together. They, then, will try to find a label for each category. After this, researchers will end up from two to eight categories. Of course, researchers will include a category others in case they need it. 4.5.3. Data Interpretation and Analysis The collected data will be classified, organized, and analyzed by the researchers in order to triangulate the results obtained through the questionnaire, the interview and the observation administered to student teachers of the subject Teaching Practice I. These data will be gathered at the Western Multidisciplinary Campus of the University of El Salvador, semester I-2014. All the information will be interpreted and analyzed by all the researchers with the help of graphs and tables for a clearer understanding of the results of the research, and the analysis will be made by comparing the different results obtained during the different data collection instruments carried out by the investigators. After comparing these results, the researchers will analyze to what extent the results of the questionnaire and interview influenced the student teachers performance of the Teaching Practice I who are studying Licenciatura en Idioma Ingls, Opcin Enseanza at the Western Multidisciplinary Campus of the University of El Salvador during semester I2014. This will help to test the hypothesis formulated by the research group and will demonstrate how motivation and the teaching environment affects the student teachers performance.

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Hereafter, all the final results will be triangulated in every aspect according to what the student teachers answered in the tools. Finally, the main findings will be described according to all the important information found in the execution of the research project. After this, all the factors and results of this project will lead the researchers to the final conclusions and recommendations addressed to all the interested readers, researchers, teachers, and students. To fulfill this analysis and interpretation of data, the researchers will take into account the different objectives and the research question in order to prove their hypothesis.

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V. TIMETABLE

Month Activity Preliminary Phase Research team formation Choosing the topic Approaching the field of study diagnostic study Definition of the problem Planning Phase Theoretical framework Methodology Elaboration of the complete research project Revision of the research project Research team Research team Research team Advisor Responsib les Research team Sep Oc t. t. No v. Dec Feb . . Ma r. Apr Ma y. Jun e. Jul y. Au g. Sept .

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Incorporation of the suggestions made by the thesis advisor Field notes Execution Phase Collection of data Treatment of data Analysis of data Writing the final Report Oral Presentation

Research team Research team Research team Research team Research team Research team Research team

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VI. BUDGET
6.1. Services Service Photocopies Internet Other expenses (food and transportation) Total $440.80 Cost $0.02/ page*60 copies $0.60 per hour/ 3 hours daily $20.00 per week Total $4.80 $36.00 $400.00

Total budget expenses: $440.80

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REFERENCES

Gower, R., Phillips, D., & Walters, S., (2005). Teaching Practice A Handbook for Teachers in Training. 3rd ed. UK: Macmillan Education. Harmer, J, (2010). The Practice of English Language Teaching. 3rd ed. Cambridge, UK: Longman. Monash University (2012). Learning and Teaching Environment. [ONLINE] Retrieved from:http://opvclt.monash.edu.au/educational-excellence/gcap/step-landtenvironment.html.[On October 27, 2013]. Northwest Regional Educational Service District (NWRESD) (). Effective Learning Environment. [ONLINE] Retrieved from: http://et.nwresd.org/node/135. [On October 27, 2013]. Oxford University Press (2013). Profession. [ONLINE] Retrieved from:

http://oald8.oxfordlearnersdictionaries.com/dictionary/profession.[On October 13, 2013]. Oxford University Press (2013). Vocation. [ONLINE] Retrieved October from: 13,

http://oald8.oxfordlearnersdictionaries.com/dictionary/vocation.[On 2013]. Randall (2007). Teaching as a vocation-calling. [ONLINE]

Retrieved

from:

http://randallbutisingh.wordpress.com/2007/11/20/teaching-is-a-vocation/.[On October 19, 2013].

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Tanabok

(2013).

Teaching

as

Vocation.

[ONLINE] [On

Retrieved October

from: 17,

http://tanabok.hubpages.com/hub/teaching-as-a-vocation.

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APPENDIXES

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APPENDIX A
QUESTIONNAIRE

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University of El Salvador Western Multidisciplinary Campus English Language Department Research Methods and Techniques in English Licda. Blanca Estela Valiente Reserch Project Diagnostic Survey Objective: To collect information about students opinions in regards to the teaching field.

1. To what extent do you like teaching? I love it. I like it. I do not like it. I hate it.

*Give reasons to your answer.

2.Why did you choose this major?

3.Did you know that you were going to be a teacher by studying this major? Yes No

4.Have your teaching practice experiences affected your liking or disliking of the teaching field? Why? Why not?

5.Are in agreement or disagreement with the way tutors youve been with have evaluated your performance? Why? Why not?

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APPENDIX B
QUESTIONNAIRE

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University of El Salvador Western Multidisciplinary Campus English Language Department

No___

Questionnaire addressed to the Teaching Practice I Students of Licenciatura en Idioma Ingls Opcin Enseanza, Western Multidisciplinary Campus of the University of El Salvador, Semester I2014 Objective: To find out the main causes that affect student teachers performance. Directions: Please, answer the following questions by marking only ONE option. Generalities: Gender: Age: 1. M 1. 20-30 2. F 2. 30-40 2. married

Marital Status: 1. single

1. Has anyone ever told you what teaching practice is? 1. Yes 2. No 2. How do you consider the Teaching Practice subject? 1-Easy (It doesnt need a great effort) 2-Important (It has a great value) 3-Complex (It is complicated) 4-Tough (It is strict) 5-Difficult (It needs too much effort) 3. Are you aware of the skills (the way in which a teacher has carried out the lesson activities) you need in order to teach? 1. Yes 2. No 4. Do you give the Teaching Practice the importance it demands? 1. Yes 2. No 5. How do you consider teaching? I see teaching as a way of:

an

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1. Getting money 2. Helping others 6. Are you aware of the big responsibility when teaching? 1. Yes 2. No 7. How often do you feel like teaching? 1-Always 2-Usually 3-Generally 4-Often/ Frequently 5-Sometimes 6-Occasionally 7-Seldom 8-Hardly ever/ Rarely 9-Never 8. What do you think you lack at the moment of teaching? 1-Motivation (willingness to do things) 2-Knowledge 3-Classroom management 4-Rapport (trust and respect between teachers and students) 9. In which way have the practitioners influenced you? 1-Inspired me 2-Do your teaching practice better than theirs 3-To think about teaching 4-To feel worried about teaching 10. Do you consider yourself to have the vocation on the teaching field? 1. Yes 2. No Why? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ __________________________________________________________________ THANK YOU FOR YOUR HELP.
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APPENDIX C
INTERVIEW

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University of El Salvador Western Multidisciplinary Campus English Language Department

No___

Interview addressed to the Teaching Practice I Students of Licenciatura en Idioma Ingls Opcin Enseanza, Western Multidisciplinary Campus of the University of El Salvador, Semester I2014 Date_______________ Interviewer______________________________________ Objective: To study and gather useful information from the student teachers situation in regards to the Teaching Practice I subject. Generalities: Gender: Age: 1. M 1. 20-30 2. F 2. 30-40 2. married

Marital Status: 1. single

1. Have your grades encouraged you to do a better job next time you will teach? 1.Yes Why? 1-They have been good grades 2-They were not the grades I expected. 3-I do not want to fail again. 4-I want to keep getting good grades. 5-I want to do things better every time. 2. Do you put into practice the didactic skills and techniques when teaching? 1. Yes 2. No 2. No

3. Are you satisfied with the feedback you receive after teaching? 1. Yes 2. No
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Why? 1-Objective feedback 2-In agreement with feedback 3-In disagreement with feedback 4-Helps me to improve my teaching style 5-Motivates me to continue teaching Other:________________________________________________________ 4. Do you think the teaching environment (settings or conditions in which ideas or principles taught by an authority are carried on) allows you to develop your teaching style? 1. Yes 2. No 5. How do you consider teaching? 1-Tough 2-Complex 3-Difficult 4-Easy 5-Interesting 6-Satisfying 6. Do the groups you are teaching influence you to feel willing to teach them a next time? 1.Yes 2. No Why? 1-Students participate 2-Students do not participate 3-Students pay attention 4-Students do not pay attention 5-Students are agreeable 6-Students are not agreeable 7-Students collaborate 8-Students do not collaborate 9-The group is short 10-The group is large 7. After having taught some classes, do you consider teaching as your vocation? 1.Yes 2.No
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Why? 1-Like it 2-Do not like it 3-Love it 4-Do not love it 5-Comfortable when teaching (free of anxiety) 6-Uncomfortable 7-Enjoy it 8-Do not enjoy it

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APPENDIX D
OBSERVATION GUIDE

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University of El Salvador Western Multidisciplinary Campus English Language Department Observation addressed to the Teaching Practice I Students of Licenciatura en Idioma Ingls Opcin Enseanza, Western Multidisciplinary Campus of the University of El Salvador, Semester I-2014 Date_______________ Objective: To observe student teachers performance to gather useful information about the situations they face when teaching. Directions: In each category, check out the box containing the information you observed during this activity. 1. Student teachers Performance 1. Teaching Practice: 1.1. Student-teachers teaching skills 1.2. Student-teachers encourage students to participate 1.3. Student-teachers attitude 2. Feedback 2.1. Tutors Assessment 2.2. Peers assessment 2.3. Students assessment 2.4. Self- assessment 2. Student teachers Motivation 1. Student teachers willingness to teach
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2. Clearly defined goals 3. Determination 4. Need or reason for doing something 5. Student teachers hopes 6. Student teachers expectations 7. Student teachers enjoyment 8. Student teachers engagement 9. Student teachers positive attitude 10. Student teachers enthusiasm for doing something 11. Student teachers desire for self-improvement 12. Student teachers success desire 14. Student teachers motivation 14.1 Student teachers dedication 14.2 Student teachers desire to serve others 3. Teaching environment 1. Teaching something new
2. Dealing with students 3. Teacher skills and techniques 4. Classroom

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4.1. Necessary equipment

4.2. Enough space for the quantity of students 4.3. There are chairs for every student 5. Students behavior: 5.1. Students participate 5.2. Students do not participate 5.3. Students assistance

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