Observation Analysis & Interpretation

Summarize what was Observed

·        How many sessions have you attended?

·        The number of students you observed.

·        Mention the level[1].

·        The learners’ and the teachers’ attitudes.

Sample (How to Analyse an Observational Sessions)

On the whole, classroom observation revealed first, that at the level of written expression instruction, both teachers relied a great deal on oral discussion. However, both instructors differed in the way they tackled written expression instruction. Besides, they instructed two different syllabuses, i.e. they do not follow the CANVAS. In other words, each teacher is instructing as s/he believes is suitable for the students. One instructor depended heavily on illustrating first the theoretical part of producing a particular essay. For example, teaching the different components of writing an argumentative essay or an informal letter, i.e. how to write and what to include in the argumentative essay or the personal letter.

The other tutor focused on teaching the practical part of composition. The observation unveiled also that both instructors provided their students with strategies and techniques for writing extended essays; they also provided them with vocabulary, grammar useful expressions or phrases, and most importantly some metacognitive strategies. They also focused on telling their learners to think about the audiences. Written expression teachers stressed on providing the students with various strategies for composing essays whether these strategies are taught implicitly or explicitly, albeit the students are unable to produce accurately and coherently.

Indeed, some formed their groups and started talking about their issues. But, some students preferred working individually, and some favoured working in pairs. Therefore, the observation reveals that this teacher encourages the social/affective strategies, since in all the sessions, s/he orders the learners to work collaboratively. Some students told the observer after asking them some questions about writing strategies, they replied as follows:

“eh…In the classroom we work in groups or.. in pairs and we arrive to write an extended essay, because we help each other in which,… each learner provides an idea, vocabulary... But in the exams,…eh… we cannot write, because nobody helps. We feel frustrated for we cannot generate our own ideas because we do not have sufficient vocabulary and we commit mistakes... That is why in the exams we obtain bad marks…, because we do not write accurately…eh, we think but we cannot compose...Actually, one hour and half is not enough to write an extended essay mainly under the stress and frustration. In groups we are able to produce, but not individually”

Brief Interpretation

Instructors have little familiarity with which strategy ought to be fostered, and which teaching method is suitable for their learners. It was also noticed that teachers do not rely on the reading skill which is considered as an important task that promotes and improves composition. However, these teachers seldom integrated reading in their classes, but the latter is solely used as a model for writing. For instance, teachers selected a text and showed their students how paragraphs are well-organized and how sentences are constructed, for example showing them the thesis statement and the supporting sentences. Though the module is named “Compréhension et Expression Ecrite”, they do not tackle reading in order to teach writing.

This implies that though the teachers are instructing different strategies, the students are incapable of producing appropriately. It indicates also that EFL students are not well trained on how to read and how reading can affect and enhance writing skills in that, it broadens the students’ thoughts. Although social/ affective strategies may enable EFL learners to generate their ideas and use different techniques to express themselves appropriately, they feel unable to explain their opinions on a paper particularly when working individually. On the other hand, in a group work, the teacher may find proficient learners gather with students with a low ability in writing to exchange thoughts, learn from each other, and produce a good writing piece.