Episodios

  • Thesis Seminar Recap Week 15

    Thesis Seminar Recap Week 15
    May 22 2025
    Executive Summary:This document summarizes key instructions and guidelines provided for the completion of the first draft of the thesis paper and preparation for the mock presentations. The sources emphasize adherence to formatting requirements (APA 7th edition), content guidelines for specific sections (Abstract, Introduction, Literature Review, Method, Results/Discussion, Conclusion, Appendices, References), and preparation strategies for the mock presentations, including content, delivery, and technical aspects. Key themes include attention to detail in formatting, summarizing the paper effectively, and practicing delivery and anticipating questions for the presentation.Key Themes and Ideas:* Hard Copy Draft Review: Students are required to submit a hard copy of their first completed draft. A quick self-review in groups is encouraged, focusing on specific formatting elements.* Headings: Check that all headings (except in the method section) have 6 to 12 words. Main words should be capitalized. No punctuation should be at the end of any heading. Method section headings (Participants, Instruments, Procedure, Data Analysis) can be shorter.* Page Breaks: Specific pages should be on their own page: Title page, Authorization page, Abstract, Table of Contents, Figures/Tables (if applicable), and each Appendix. The body of the paper (Literature Review through the Conclusion paragraph) should have no page breaks.* Spacing: The entire paper should be double-spaced, with no extra space between paragraphs, headings, and text. References are an exception, with single spacing within the reference and double spacing between references.* Indentation: Each paragraph, except for the Abstract, should have a half-inch indentation.* Paragraph Count: The Abstract, Participants, Instruments, Procedure, and Data Analysis sections should each consist of only one paragraph. The final paragraph of the paper is considered the Conclusion paragraph and does not require a separate "Conclusion" heading.* Appendix Formatting: Each appendix should start on a new page with a Level 1 heading (e.g., "Appendix A") at the very top line, followed by a Level 2 heading for the appendix title.* Title Recommendations: The instructor suggests using ChatGPT to generate title ideas now that the paper is mostly complete.* If the title is longer than one line, force a return to distribute words more or less equally across two lines.* Single-space the title.* Improving Writing (Verb Usage): Students are encouraged to review their paper for overuse of the verbs "to have," "to be," and "to make" (as lexical verbs). While not forbidden, excessive use may indicate areas for improvement by substituting more dynamic verbs, often converting nouns into verbs. The instructor provides an example of how to rewrite sentences to be more concise and dynamic.* Mock Presentation Structure and Timing: The mock presentation is 20 minutes long with a 10-minute Q&A. The entire class scheduled for a specific day is expected to observe all presentations on that day.* Suggested Slide Order: Title slide, Problem and Purpose, Literature Review (multiple slides), Method, Results and Discussion (multiple slides), Conclusions, Thank You.* Approximate Timing: Problem and Purpose (30 seconds to 1 minute), Literature Review (approximately 8 minutes), Method (approximately 2 minutes), Results and Discussion (approximately 9-10 minutes).* Presentation Content: Present only the essential information that directly relates to the research questions and analyzed data. Do not attempt to present everything from the written paper due to time constraints.* Mock Presentation Delivery and Technical Aspects:* Preparation: Practice the presentation, ideally recording oneself and timing each section. Consider practicing in front of someone.* Slides: Slides are meant to support the speaker, not to be read directly. They should function as "big note cards" with key points or ideas. Each slide should focus on one main point and include a heading. Avoid paragraphs and excessive text on slides.* Visuals: Make slides visually appealing but not distracting. Use visuals like graphs, charts, tables, and images from the paper, simplifying or modifying them for the presentation. Use no more than three different font styles and sizes, and choose easy-to-read fonts. Avoid animations and complex color schemes that might reduce contrast.* Technology: Coordinate with classmates to use one computer for presentations on a given day. Test equipment beforehand, turn off automatic updates, and ensure the computer is fully charged and doesn't go to sleep. Have a backup of the presentation file (e.g., on a USB drive in addition to the computer).* Delivery: Focus on the message, not personal nervousness. Maintain eye contact with the audience, specifically the examiners during the final defense, distributing attention among them. Bring a water bottle.* Anticipate Questions: Prepare for potential questions, including ...
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    1 h y 3 m
  • Analyzing Qualitative Data

    Analyzing Qualitative Data
    Apr 21 2025
    Notes to the talkHere is a brief that summarizes the main themes and important ideas discussed in the provided sources: an audio recording ("Data Analysis_042025.mp3") of a thesis seminar session and excerpts from a document titled "Making Sense of Stories: Analyzing Qualitative Data in ELT Teacher Training." The primary focus is on data analysis techniques, particularly qualitative coding, triangulation, and the potential for incorporating quantitative elements.I. Key Themes and Important Ideas:A. Importance of Completing Data Collection Before Analysis:* The seminar leader emphasizes that data analysis should only begin after all data collection is complete. "Today's discussion is about data analysis. All of you have collected or very close to having completed uh collecting all of your data and this is an important requirement to continue the process of data analysis... If you are still trying to collect some information, know that what we talk about today uh you need to wait."* Starting analysis prematurely, before all data is gathered, is considered a "mistake."B. Understanding the Purpose of Data Analysis:* Data analysis is crucial for understanding the collected data and determining what is relevant and significant to report in the results and discussion sections of the thesis.* It helps researchers move from a large amount of raw data to focused and insightful findings. "Think of it like this. All of you are at this point, you've collected, if not all, most of your data. So you have all this data that you've collected... Ahora con todo esta información which data is not relevant... So you're going to then include this circle represents now only the information that relates to your research questions... Now from your data analysis... you're going to then figure out ok of all this information that now is relevant to my study, what is worth What is including in mys discussion?"* Not all relevant data needs to be reported; the analysis helps identify the most "important, surprising, insightful, interesting" findings.C. The Concept and Importance of Triangulation:* Triangulation involves bringing together different data sources (e.g., interviews, observations, documents) to gain a more comprehensive understanding of the research topic.* It allows for comparison between what participants say they do/believe, what they actually do (observed), and their planning/reflection processes. "Think of this if it helps to look at it like this. Your um your information here is allowing you to compare different things. For example, what people say they do or believe... What do they actually do? Well, to know that, what do we have to do? Have to observe."* The seminar leader stresses the importance of having sufficient data to triangulate and encourages participants to address any concerns about this. "If anybody today right now has concerns about whether or not you have the types of data to allow you to triangulate, we need to have a discussion today."* The "Making Sense of Stories" document provides specific examples of triangulation in ELT teacher training research, such as comparing planned instructions in lesson plans with delivered instructions observed in the classroom. "Compare the planned instructions (document) with the delivered instructions (observation). Were planned ICQs actually used?"D. Introduction to Qualitative Coding:* Qualitative coding is defined as a systematic process of labeling and organizing segments of text data (transcriptions, observation notes, documents) to identify patterns, themes, and concepts relevant to the research questions. "The process of coding is the process of labeling text. Coding is a systematic way to make sense of rich, complex, and often messy reality of language."* All audio and video data must be transcribed into text before coding. Microsoft Word Online's transcription feature is suggested as a tool.* The coding process involves identifying text segments (words, phrases, sentences, paragraphs) that relate to the research questions and assigning specific labels or "codes" to them. "You're coding things that relate to your research questions... Porque estamos en este proceso distinguendo, tenemos que distinguir qué sirve para nuestro estudio, qué no sirve, vamos a dejarlo fuera."E. Levels of Qualitative Coding:* The seminar introduces a three-level inductive coding approach:* Level One (Initial Codes): Creating very specific labels directly from the text, the literature review, or using in vivo codes (participant's exact words). "The first you create... the code, the label comes from your literature review... Using a label a code directly. If anx dijo eso... Tú puedes seleccionar esta frase. ¿Qué lebo puedes poner? Anxious, anxiety."* Level Two (Categories): Grouping the initial, specific codes into broader, more conceptual categories. "When we finish, you should have a long list of codes. And so I would do it in something like Excel... Les Segundo nivel es ...
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    2 h y 28 m
  • Thesis Seminar Recap #9

    Thesis Seminar Recap #9
    Mar 30 2025
    The tutoring sessions across the provided excerpts consistently focused on guiding students through the crucial data collection phase of their thesis research. Several overarching themes and pieces of advice emerged:* Emphasis on Triangulation: A fundamental principle emphasized in almost every session was the importance of collecting data from multiple sources: observations, interviews, and documents [e.g., 28, 63, 166]. This triangulation is essential for robust and credible findings.* Alignment with Research Questions and Literature Review: Students were repeatedly reminded to ensure that their data collection efforts were directly aligned with their specific research questions [e.g., 50, 63, 153] and grounded in their literature review [e.g., 75, 111, 160]. They were advised to revisit their literature reviews, identify key terms and concepts [e.g., 66, 111, 160], and use these to guide their observations and interview questions [e.g., 75, 114].* Strategic Data Collection: The tutors stressed the need for a systematic approach to data collection. This involved planning and conducting focused interviews [e.g., 54, 114], taking detailed observation notes [e.g., 65, 71], and actively pursuing relevant documents [e.g., 28, 32, 63, 74, 166] such as lesson plans, syllabi, and student work.* Iterative Process and Flexibility: Data collection was presented as an iterative process of collecting, analyzing, and adapting [e.g., 52, 171]. Students were encouraged to review their collected data regularly to identify gaps, refine interview questions, and adjust their observation focus. Flexibility and proactive problem-solving were also emphasized [e.g., 104, 173].* Time Management and Deadlines: With the April 16th deadline for data collection approaching, effective time management and maximizing observation opportunities were consistently highlighted [e.g., 37, 104, 116, 159].* Preparation for Analysis and Writing: While the primary focus was on data collection, the tutors also provided preliminary guidance on preparing for data analysis (e.g., considering coding) and starting to think about the structure of the method section [e.g., 147, 148] and future writing stages [e.g., 150].* Utilizing Feedback and Resources: Students were directed to utilize the feedback provided during tutoring sessions [e.g., 129, 156], review recap videos [e.g., 38, 57, 138, 152, 174], and explore resources like Notebook LM for summarizing and gaining new perspectives on their work [e.g., 39, 57, 138, 152, 175].* Importance of Appendix: Students were instructed to include blank copies of their research instruments (consent forms, interview guides, observation sheets) in the appendix of their thesis document [e.g., 75, 106, 118, 140, 161].Insights for Proceeding Further During the Next Week (Concluding April 16, 2025):Given that the data collection phase is nearing its end (April 16th), students should prioritize the following actions based on the recurring advice from their tutoring sessions:* Finalize Data Collection: This is the last full week for collecting data before the suggested cut-off around April 11th or the firm deadline of April 16th. Students must maximize their remaining observation hours and conduct any planned final interviews [e.g., 37, 104, 159]. Proactive communication with teachers to schedule and confirm these sessions is crucial [e.g., 157, 173].* Secure Outstanding Documents: Any pending documents (lesson plans, syllabi, worksheets, etc.) are vital for triangulation. Students should make a concerted effort to obtain these materials this week [e.g., 74, 126, 168], following up with teachers and school administrators as needed [e.g., 169, 173], while being mindful of their time and communication preferences.* Review and Consolidate Collected Data: Students should dedicate time to review all the data they have gathered so far (observation notes, interview transcripts or notes, and documents) [e.g., 52, 170]. This review will help them identify any remaining gaps in their data, ensure they have sufficient information to address their research questions, and potentially refine their focus for any final data collection activities.* Reflect on Alignment with Research Questions and Literature: As they review their data, students should actively reflect on how the collected information aligns with their research questions and the key concepts discussed in their literature review [e.g., 75, 160]. Noting these connections will be essential for the analysis phase. If they identify areas where the data seems inconsistent with their theoretical framework, they should make note of this for further exploration in their analysis.* Organize and Prepare for Analysis: While formal coding might begin later, students can start organizing their data in a systematic way (e.g., by research question, by participant, by theme). Reviewing the resources on coding mentioned in some sessions [e.g., 22, 24, 158] might be beneficial to start ...
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    5 m
  • Thesis Seminar Recap 8

    Thesis Seminar Recap 8
    Mar 24 2025
    Thesis SeminarFrequently Asked Questions about Thesis Seminar - Week 8 Recap1. What should Thesis Seminar students be focused on as they move into week 9 (following March 24th, 2025)?By this stage, students should be actively engaged in data collection across various methods, including gathering documents and content, conducting interviews, facilitating focus groups and stimulated recall sessions, and performing classroom observations with detailed field notes and recordings. A primary focus should be ensuring that the collected data directly addresses their research questions and identifying any gaps in the data that might require further collection through additional documents, interviews, or observations.2. What resources are being provided to students to support their thesis work?Students will receive links to two primary AI-powered resources: Notebook LM and a podcast. Notebook LM is designed to provide AI-generated feedback based on the student's literature review, tutoring session summaries, and recordings. The podcast features an AI-generated discussion about the student's study, offering an external perspective on their work. Additionally, students will receive documents outlining briefing information, a timeline, and proposed options for presenting their findings later in the thesis process.3. How should students utilize the Notebook LM resource?The left-hand column of Notebook LM contains the inputs, primarily the student's literature review, tutoring session summaries, and recordings. Students should focus on the right-hand column, which provides the AI-generated outputs, including the podcast link and potentially other feedback. While the middle column might contain a general review, it is not the primary area of focus. Students should critically engage with the AI-generated podcast to see how others are discussing their study, identify potential inaccuracies, and consider different perspectives on their work.4. What is the purpose of the AI-generated podcast provided to students?The podcast offers an AI-generated conversation about the student's thesis research. The goal is to provide students with an opportunity to hear their study discussed from an external perspective, which can help them reflect on their progress, identify potential strengths and weaknesses, and consider different interpretations of their work. Students are encouraged to listen critically, noting areas of agreement and disagreement with the AI-generated commentary.5. Why are students being provided with information about presentation options at this stage of the thesis process?While students are not yet ready to write their findings due to ongoing data collection and the need for in-depth analysis, thinking about potential presentation formats at this stage can be beneficial. It allows students to consider different ways to communicate their research later on and can subtly influence how they collect and analyze their data to best suit their chosen presentation style.6. What should students keep in mind when conducting classroom observations and taking field notes?During classroom observations, students should aim to record as much observable behavior as possible, focusing on what participants are saying and doing. The goal is to capture a comprehensive record of the classroom activities. Later, students will review their field notes alongside their recordings to analyze the information, understand its relevance to their research questions, and determine what further data collection might be necessary.7. How important is the literature review at this stage of the thesis process?The literature review remains highly important. Students should regularly revisit their literature review, paying attention to key terms and concepts. When observing classes, they should actively look for instances where these key terms and concepts are evident, as well as noting instances where they are not. All observations should be linked back to the theoretical framework established in the literature review, ensuring that the data collected is relevant to the existing body of knowledge. Students who have pending comments on their literature review should address them and notify their instructor when it is ready for another review.8. What should students do if they encounter challenges or have questions during their data collection process?Students are strongly encouraged to reach out to their instructor immediately if they encounter any roadblocks, uncertainties about the next steps, or unexpected events that might affect their research. They should not wait until their next scheduled tutoring session to address these issues. Prompt communication ensures timely support and guidance to keep their thesis work on track. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit benjaminlstewart.substack.com
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    7 m
  • ELT Cast 130: Thesis Seminar Recap Week 1

    ELT Cast 130: Thesis Seminar Recap Week 1
    Feb 4 2025
    ContextFor those taking Thesis Seminar.Talking points* Educational platforms: Capacities and Microsoft Teams* For those who have a working version of a literature review (e.g., )from Academic Writing).* Review research questions to see how they align with potential participants: Situational questions when doing research and Finding participants.* Determine where a survey, interview, or focus group is needed to get more information about potential participants - to inform research questions and any changes needed to the literature review.* Make necessary changes to literature review.* Review Narrowing down a topic, Organizing an effective argument: Methods and examples, & Organizational Patterns - Text Structure* Review Unit I Module in Teams: Thesis statement and skeleton outline & Problem Statement.* Begin focusing on each evidence sentence in each body paragraph to assure you have enough examples, facts, statistics, etc. that will provide points of comparison when it comes to presenting your findings.* For those who are beginning a new topic* As you are drafting a Problem Statement and Thesis statement and skeleton outline, begin thinking about potential participants (See Finding participants and Situational questions when doing research). Our first discussions in our first few tutoring sessions will be about potential participants who will likely be able to answer your research questions.* Review also Narrowing down a topic, Organizing an effective argument: Methods and examples, & Organizational Patterns - Text Structure* Review Unit I Module in Teams: Thesis statement and skeleton outline & Problem Statement. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit benjaminlstewart.substack.com
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    17 m
  • ELT Cast 129: Using GenAI for topic summaries

    ELT Cast 129: Using GenAI for topic summaries
    Dec 20 2024
    Full show notesPoint of comparison: Students taking Academic Writing complete a 2,500-word literature review. The AI prompting sequence below is meant to provide a text comparison of their more detailed literature review with a more concise version from sources that may or may not have been used in your personal version of the text. Students who have completed Academic Writing will go on to take Thesis Seminar, so this comparison also serves to help the learner on how to improve the literature review when adapting it to a research project.Brainstorming activity if changes to a thesis statement are needed: The second reason for generating this summary is to provide examples to learners on how they can generate their own summarizes if modifying their thesis statement is necessary. It’s meant as a brainstorming activity and not as a way to generate text they use as their own. One’s originality and unique voice is always the objective when creating a text. For more seen Embracing one’s originality and process in academic writing: A guide for English language learners!Prompt I: Researching informationIdentify the top 20 freely available articles on English language teachers should implement elicitation strategies because they permit teachers to provide positive feedback to encourage students to orally produce the language in contextualized discussions, ask open and closed questions to foster longer responses from students, and provide immediate feedback to help students correct mistakes and give me the top 6 commonly recommended pieces of advice on English language teachers should implement elicitation strategies because they permit teachers to provide positive feedback to encourage students to orally produce the language in contextualized discussions, ask open and closed questions to foster longer responses from students, and provide immediate feedback to help students correct mistakes as a list.Prompt I OutputHere are some freely available articles on elicitation strategies in English language teaching:* Eliciting | TeachingEnglish | British Council: This article discusses various elicitation techniques and their benefits in creating a learner-centered classroom[1].* Eliciting techniques for the ESL classroom - TEFLHandbook: Provides practical examples and advice on implementing elicitation techniques in ESL lessons[2].* Ways To Elicit Effectively In The EFL Classroom - The TEFL Academy: Offers guidelines for effective elicitation to keep students engaged and active[3].* Effective elicitation techniques in ESL teaching - Sanako: Explores why elicitation is widely used in ESL settings and provides practical suggestions for classroom use[4].* Eliciting Techniques: How to Use in the ESL Classroom - TPR Teaching: Lists various techniques to elicit responses from students, such as using antonyms, synonyms, and pictures[5].Based on these articles, here are the top 6 commonly recommended pieces of advice for English language teachers on implementing elicitation strategies:* Encourage Active Participation: Use elicitation to transform lessons into dynamic exchanges rather than teacher-led monologues[4][2].* Build Confidence: Elicitation helps students gain confidence as they successfully respond to prompts and use the language actively[4][2].* Use Visuals and Prompts: Incorporate visuals, pictures, and other prompts to help students recall and produce language[1][5].* Ask Open and Closed Questions: Use a mix of open and closed questions to foster longer responses and deeper engagement from students[1][2].* Provide Immediate Feedback: Give immediate feedback to help students correct mistakes and reinforce learning[1][4].* Activate Prior Knowledge: Elicit responses that build on students' existing knowledge to make new information more memorable and relevant[1][4].These strategies can help create a more interactive and supportive learning environment, encouraging students to actively use the language and improve their skills.References[1] Eliciting | TeachingEnglish | British Council[2] Eliciting techniques for the ESL classroom - TEFLHandbook[3] Ways To Elicit Effectively In The EFL Classroom[4] Effective elicitation techniques in ESL teaching - Sanako[5] Eliciting Techniques: How to Use in the ESL Classroom - TPR TeachingPrompt II: Elaborating on the informationOutput for this prompt is not included, but the prompt below was applied to each of the six commonly recommended pieces of advice listed above.For the point encourage active participation mentioned above, in the context of English language teachers should implement elicitation strategies because they permit teachers to provide positive feedback to encourage students to orally produce the language in contextualized discussions, ask open and closed questions to foster longer responses from students, and provide immediate feedback to help students correct mistakes:* Give a concise explanation of what it is* Explain the benefits and why it is beneficial*...
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    11 m
  • ELT Cast 128: Using GenAI to help with TOEFL listening comprehension

    ELT Cast 128: Using GenAI to help with TOEFL listening comprehension
    Nov 8 2024

    Show notes



    This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit benjaminlstewart.substack.com
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    10 m
  • ELT Cast 127: TOEFL Vocabulary and Reading Preparation using AI

    ELT Cast 127: TOEFL Vocabulary and Reading Preparation using AI
    Nov 7 2024

    Show notes



    This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit benjaminlstewart.substack.com
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    8 m
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