evaluation of verb tense unit - boise state...

Evaluation of Verb Tense Unit

Anthony Saba

A Report Submitted to Sogang University Graduate Certificate Program Committee 5/2/2010

Table of Contents

Executive Summary ................................................................................................................... 3

Evaluation of Verb Tense Training Unit..................................................................................... 4

Description of Verb Tense Table Unit ........................................................................................ 4

Verb Tense Table ................................................................................................................ 5

Rhythm and Pattern Modification Exercise ....................................................................... 5

Listening Quiz and Alibi Game ......................................................................................... 5

Quiz Practice ...................................................................................................................... 5

Evaluation Method ..................................................................................................................... 6

Personnel ............................................................................................................................ 6

Evaluation Design and Evaluation Tools ........................................................................... 7

Data Analysis ..................................................................................................................... 9

Results ........................................................................................................................................ 9

Achievement of Objectives ................................................................................................ 9

Learner Attitude Gains ..................................................................................................... 12

Effectiveness Questionnaire ............................................................................................. 13

Discussion ................................................................................................................................ 15

Recommendations ............................................................................................................ 16

Proposed Budget and Actual Cost ............................................................................................ 16

Appendix A: Lesson Descriptions ........................................................................................... 17

Day 1: The Verb Tense Table ........................................................................................... 17

Day 2: Rhythm and Pattern Modification Drills .............................................................. 17

Day 3: Alibi Game ........................................................................................................... 19

Day 4: Alibi Follow-up Activity ...................................................................................... 19

APPENDIX B: Lesson Materials............................................................................................. 21

Verb Tense Table .............................................................................................................. 21

Alibi Game Worksheet ..................................................................................................... 22

Alibi Interrogation Questions .......................................................................................... 24

APPENDEX C: Evaluation Tool Results ................................................................................. 25

APPENDEX D: Evaluation Tools ............................................................................................ 27

Pretest ............................................................................................................................... 27

Posttest ............................................................................................................................. 29

Formative Quiz ................................................................................................................ 32

Pre-Instruction Attitude Questionnaire ............................................................................ 33

Post-Instruction Attitude Questionnaire ........................................................................... 34

Unit Effectiveness Questionnaire .................................................................................... 35

Executive Summary

This report was written at the behest of the instructor and for a Business Communications course in a Sogang University Graduate Certificate Program for middle management bank workers in Seoul, South Korea. A class of eight male students of lower-intermediate-level English ability were evaluated, forming a convenience sample. The study was conducted on a Verb Tense Unit which occurred over five lessons during a two week period. The study looked at the degree to which the unit met its objectives and whether or not it led to overall improved English ability. It also looked at student attitude regarding understanding of English verbs and their perceptions on the effectiveness of the unit. The study included a pretest, formative quiz and a posttest to measure student achievement of lesson objectives. A pre-instruction questionnaire was used to form a basis of comparison with a post-instruction questionnaire regarding student attitudes. In addition, a unit effectiveness questionnaire was given after the unit was completed in order to garner student perception on the usefulness of the unit. Data analysis found that the lesson was effective at leading to achievement of objectives with an average gain of 16.7%, with a marked gain in three of four areas of assessment. One area showed an insignificant decrease, most likely due to test variation. It was also found that student attitudes regarding verbs increased significantly with an average increase of 12%. The unit effectiveness questionnaire showed overall student satisfaction with the unit with an average rating of 3.85 on a five-point Likert scale, one being very negative and five being very positive. One surprising area of improvement was in student listening ability, an area which students often report as being most difficult. The results of the evaluation show that the unit is effective in meeting unit objectives as well as improving overall English ability and student attitude. Students also report being satisfied with the unit. This leads to the conclusion that the unit should continue to be used and possibly expanded to other classes. In future, it is recommended that the evaluation be replicated with a larger and more representative sample. Moreover, in future evaluations, other objectives in the unit which were not measured in this evaluation should also be looked at as well.

Evaluation of Verb Tense Training Unit

Developed since the spring of 2006, the Verb Tense Table (VTT) unit has been used in various English conversation and business communications courses for low-beginner to low-intermediate level adult EFL learners. The unit was developed in response to difficulties adult EFL learners in Korea have had with building a conceptual framework of the various verb tenses and their functions, particularly when using them for spoken and written communication. The goal is for learners to be able to use verbs properly and easily when communicating in English, especially when conversing orally.

The primary purpose of this report is to inform program administrators and other course instructors as to the effectiveness of this unit in contributing to learner achievement of course objectives and program goals. A second purpose of the evaluation is to establish the degree to which learners find the activities of the unit both satisfactory and helpful.

The evaluation of the unit occurred over five seventy-five-minute lessons and included: a pre-test and pre-instruction questionnaire, instruction, a formative assessment, and a post-test and a follow up questionnaire.

This document is the final evaluation report of the Verb Tense Table unit as it was applied to the Sogang University Master’s Certificate program for KB Bank workers. This report includes a description of the unit, methods used in the evaluation, results of the evaluation and a discussion of those results. There are also several resources in the Appendix.

Description of Verb Tense Table Unit

Recently, the Verb Tense Table unit was scheduled to be used in a graduate certificate program at a university in Seoul, South Korea. The program runs for six months from February to July, 2010 and consists of middle management bank employees from a major national bank. The purpose of the program is to develop skills used for international banking.

The course in which the unit was used is a Business Communications course with eight lower-intermediate-level male bank employees. It is one of several courses program participants take. The goal of the Business Communications class is to improve participants’ business communication skills so that they will be able to interact with business professionals from around the world in written and spoken English. The Verb Tense Table unit has several objectives towards achieving that goal. Following instruction learners will be able to:

1. Identify the verb tense of any sentence or question both written and spoken 2. Identify if the verb is correctly or incorrectly used both when written and spoken 3. Classify the verb of any sentence or question using the verb tense table 4. Replicate the verb tense table for any verb 5. Modify sentences of any verb tense by changing the verb 6. Switch a sentence between verb tenses 7. Identify the verb tense of a spoken or written statement or question and be able

to respond to it quickly and without hesitation

The first three of these objectives is directly measured in this evaluation with informal evaluations of the other four objectives occurring during activities and homework assignments. The decision not to evaluate the lower four objectives (4-7) was based on time considerations as well as considerations of burden and stress on the participants.

The Verb Tense Table unit includes four parts: 1) Instruction on the verb tense table as an over-arching framework; 2) Rhythm and pattern-modification drill exercises focusing on present and future forms; 3) A two-part Alibi Game activity focusing on past-tense forms;

and 4) A formative quizzing exercise to practice and assess identification of all verb tenses. The unit is followed with another unit which focuses on creating questions and sentences for each of the verb tenses focusing on the various functions of each verb tense and is referenced throughout the course in other units.

The unit uses a four-skills approach including reading, writing, listening and speaking activities. The following is a brief description of each of the four lessons that make up the unit. More detailed descriptions can be found in Appendix A. Verb Tense Table

On the first day of the unit the pretest and pre-instruction questionnaires were given. After that the verb tense table was taught. This is teacher-centered instruction in which the instructor describes the overall structure of verbs using a twelve-square table followed by examples of how to fill out the table. Two verbs that are especially confused by ESL learners- ‘have’ and ‘go’ – are also demonstrated. Other related concepts are also explained, including: the ‘be going to’ form; regular and irregular verbs; plural and singular subjects; and subject and verb agreement (‘s-forms’). Instruction is followed by practice and instructor feedback on student omissions and errors. Students are instructed to memorize the table and to make two more practice tables from memory for homework. Rhythm and Pattern Modification Exercise

The second day of the unit begins with a review of the homework and instructor feedback of omissions and errors. Afterwards, a rhythm and modification drill exercises are done. The practice focuses on speaking about the future using simple-future, progressive-future, simple-present (for scheduled future plans), and present-progressive (for arranged future plans). Students practice speaking and responding with a partner while using the eight different future forms. They progress through six levels of increasing difficulty and complexity in which they focus on speaking quickly while building longer questions and answers as well as modifying structures. Listening Quiz and Alibi Game

The third day of the unit begins with a listening quiz in which learners must identify the verb tenses of various questions and statements. After doing the quiz, the instructor introduces the alibi game, which is a two part lesson occurring over two days. The first day of the lesson involves students acting as suspects and detectives of a bank robbery. Suspects must create an alibi which the detectives try to find holes in. Suspects and detectives are required to make all their answers and questions using past-perfect and past-perfect-progressive tenses. At the end of the lesson, students are given a worksheet with 30 different questions written in the simple-past and progressive-past. Their homework assignment is to change the questions from simple-past to past-perfect and from progressive-past to perfect-progressive-past.

The second half of the Alibi Game is done on the fourth day of the unit. The instructor begins by checking students’ alibi questions they changed for homework. The instructor then explains various difficult examples and then has students work with partners to correct their mistakes in their homework assignment. The lesson progresses through several stages of increasing difficulty and complexity in which learners practice modifying, asking and answering questions. The lesson culminates with learners modifying the structures for their own personal experiences to hold conversations.

Quiz Practice On the third day of the unit, after the verb tense table and rhythm and pattern instruction, learners are given a quiz in which they practice identifying verb tenses. The instructor gives them a quiz paper with twelve lines. Then, a mix of twelve sentences and questions are spoken and learners must write the verb tense name of each only by listening.

Each one is spoken two times. After completing the quiz, they are collected and used as a formative assessment of student achievement. These results also form the basis of comparison for a similar assessment on the posttest. On the last day of the unit the homework is reviewed and students practice making questions for each verb tense. This is followed by the giving of the posttest, post-instruction attitude questionnaire and post-instruction unit effectiveness questionnaire. Table 1: Activities by day

Day Activity

First day Pretest Verb Tense Table instruction Homework: memorize table; write two verb tense tables

Second day Homework check and review Rhythm and pattern drill practice Homework: Memorize and practice 8 future forms

Third day Listening quiz (formative quiz) Alibi Game activity Homework: Re-write questions for Alibi game

Fourth day Alibi Game homework review Alibi Game follow-up lesson: Changing verbs between

tenses, written and spoken Homework: Try to write one question for each verb tense

about anything

Fifth day Question making and answering for each verb tense Posttest Post-instruction attitude questionnaire Post-instruction unit effectiveness questionnaire

Table 1: Activities by day

Evaluation Method The main focus of this evaluation was to determine to what degree objectives were

being achieved through the unit’s lessons and whether or not this unit should be continued in future. The program was not changed much from its original or normal operations with the only difference being the inclusion of short pre-instruction and post-instruction questionnaires.

The sample for this evaluation was based on a convenience sample. The unit was presented in a class which was previously determined several weeks prior to the unit’s evaluation. Therefore, the results of this evaluation cannot be considered representative and at best offer a correlational relationship to the achievement of any outcomes. However, the results of this evaluation can shed some light on the particular impressions of the lesson participants had and the effectiveness of the lessons in achieving the objectives. Personnel

The key person in this evaluation was Anthony Saba, who was both the course instructor and the evaluator of the course. Though both the instructor and the evaluator of the

unit are the same person, steps were taken to assure a reasonable degree of objectivity. To that end, evaluation tools avoided using participant names and used nicknames instead so as to provide anonymity of the participants. This was done in order to assure that their responses would have a higher likelihood of representing their true feelings and impressions of the lessons. True names were not identified until after the evaluation was completed.

Besides Anthony Saba the only other person involved in the evaluation was a student assistant who was responsible for providing photocopies and for administering the pre-instruction and post-instruction questionnaires. The only evaluation tool that did use both real names and was administered by Anthony Saba was the formative assessment quiz on identifying verb tenses. This was done so that instruction might be modified based on test results. Also, the quiz’s function was for both practice and assessment. Evaluation Design and Evaluation Tools

The evaluation of the Verb Tense Table unit followed a correlational mixed-method design model and used both quantitative and qualitative data sources. Data were collected through (1) a pretest and posttest on students’ ability to identify, classify and label verb tenses and detect error presence; (2) a formative quiz; (3) pre-instruction and post-instruction attitude questionnaires; (4) A post-instruction survey regarding student perceptions of unit effectiveness.

Pretest The pretest included three parts. The first part, Part One: Reading Error Detection

included twelve sentences, half of which were written with correct usage of verbs of various tenses and half of which were written with incorrect usage of verbs of various tenses. Learners had to determine whether each sentence used the verb correctly noting so with either an “I” for incorrect or a “C” for correct. This tested student ability to identify errors in verb usage, the third objective of the lesson.

The second part, Part Two: Listening Error Detection, was a listening quiz done in the same manner as Part One, but only included eight questions. This was intended to measure student ability to identify verb errors in a spoken context. The instructor read eight sentences that were a mix of statements and questions half of which used verbs correctly and half which used them incorrectly. Students were to write a “C” for correct or “I” for incorrect after hearing each one spoken twice at a normal speaking spead.

The third part, Part Three: Verb Categorizing, had a verb tense table with empty cells. Below the verb tense table were twelve sentences, each representing one of the twelve verb tenses. Students were to match each of the sentences with its appropriate verb tense in the table. This was intended to measure student ability to identify verb tense and categorize verbs using the Verb Tense Table.

Formative Quiz The formative quiz occurred after the verb tense table instruction and the rhythm and

pattern drill exercises. The purpose was to assess how well students could label sentences according to the verb tense when listening. The quiz included a mix of twelve questions and statements and was also used as a basis of comparison with a corresponding section on the posttest.

Posttest The posttest included four parts which corresponded to the pretest and the formative

quiz. The first part, Part One: Reading Error Detection, was identical to the pretest except for slight changes to the sentences and a remixing of their order. For example, on the pretest one item was “I work all day last Saturday” while the corresponding item on the posttest was “I sleep all day yesterday.”

The second part, Part Two: Listening Error Detection, was identical with the pretest with slight modifications to the sentences. Again, like the pretest, there were only eight items in this section. The instructor read eight sentences that were a mix of statements and

questions half of which used verbs correctly and half which used them incorrectly. Students were to write a “C” for correct or “I” for incorrect after hearing each one spoken twice at a normal speaking speed.

The third part, Part Three: Verb Categorizing, corresponded with the third part of the pretest. Like the pretest students were to match twelve sentences with the correct part of the Verb Tense Table. Like the other parts of the posttest, sentences were modified slightly but maintained similar structures as the pretest to control for variation based on different questions.

The fourth part, Part Four: Listening & Labeling, corresponded with the formative quiz. Similarly, twelve items of various verb tenses of which half were statements and half were questions were said twice. Students were to write the verb tense name of each item.

Table 2: Alignment of Evaluation Tools and Objectives being Measured

Pretest / Formative Quiz Posttest Objective

Part One: Reading Error Detection

Part One: Reading Error Detection

Identify if the verb is correctly or incorrectly used both when written and spoken

Part Two: Listening Error Detection

Part Two: Listening Error Detection

Identify if the verb is correctly or incorrectly used both when written and spoken

Part Three: Verb Categorizing

Part Three: Verb Categorizing

Identify the verb tense of any sentence or question both written and spoken

Formative Quiz Part Four: Listening & Labeling

Identify the verb tense of any sentence or question both written and spoken Classify the verb of any sentence or question using the verb tense table

Attitude Questionnaires

The pre-instruction and post-instruction questionnaires focused on participant self-perception regarding their understanding of English verbs and the importance of learning about verbs in their English education. Each had ten Lickert Scale questions each with five choices ranging from 1 to 5. All questions were set up so that 1 was very negative, 3 was neutral and 5 was very positive. Being ESL students, terms students could easily understand such as “so-so” for neutral and “very strong” were used. The pre-instruction and post-instruction questionnaires included corresponding questions to measure change in participant attitudes.

Unit Effectiveness Questionnaire With the post-instruction attitude questionnaire was included a Unit Effectiveness

Questionnaire. This included nine questions regarding participant beliefs on the unit’s effectiveness. These questions also used a Likert Scale format identical to that of the Attitude Questionnaire.

The pre-instruction attitude questionnaire and post-instruction attitude questionnaire were both designed so that student answers for each question could be averaged into one total number representing that student’s total pre-instruction and post-instruction attitude for easy

comparison. The post-instruction unit effectiveness questionnaire was designed in the same manner as the attitude questionnaires so as to be easily correlated with student pre/post-instruction attitude gain and pretest/posttest gain.

Data Analysis The pretest, formative quiz and posttest results were analyzed by plotting student test scores out in a table for each part. A total average score was found for each section of the test on both the pretest and the formative quiz/posttest. Comparisons of the class average for each part of the tests were plotted in tables and charts. The pre-instruction and post-instruction attitude results were analyzed similarly to the pretest and posttest analysis. Results were plotted in a table with questions along the y-axis of the table and student names along the x-axis. An average attitude score for each student was calculated at the bottom of the table and an average question score was calculated and input at the right side of the table. Results for each question and for each student were compared between the pre-instruction and post-instruction attitude questionnaires and charted for easier reference. A total gain in attitude was calculated by subtracting the pre-instruction attitude average for each student from the post-instruction attitude average for each student. The unit effectiveness questionnaire data were also compiled and averaged similarly to the pre/posttest and attitude questionnaires. Student answers were plotted in a table with student names along the x-axis at the top of the table and the question numbers along the y-axis at the left of the table. Each student’s average score was calculated and placed at the bottom of the table and each question’s average score was calculated and placed in the far right column of the table. Results were charted for easier visualization of the results. Average attitude gain for each student was compared to the average effectiveness score for each student. The results are charted together in a table for comparison.

Results Analysis of the five evaluation tools showed marked gains in achievement of

objectives and improved attitude towards self-perception of English verb knowledge. The overall perception of unit effectiveness was also positive.

Achievement of Objectives Results of the pretest and the posttest can be seen in Table 3a and Figure 1b below. An analysis of the scores showed that there were gains in the second, third and fourth parts of the tests. The first part of the test showed a slight decrease. Analysis shows that for Part 1 (Figure 2), four students showed a slight decrease while three an increase and one remained the same. For Part 2 (Figure 3), five students show a gain while two remained the same and one decreased. Part 3 (Figure 4) saw large increases for six students with two students remaining the same at 100% correct. Part 4 (Figure 5) saw large gains by seven students with one student remaining the same. The average student test score gain was 16.7%, with gains ranging from -2% to 35%. As can be seen in Figure 1a, student average scores were all positive with one exception in which there was a slight decrease.

Table 3a: Results of Pretest and Posttest

Pretest Posttest

Part 1 Part 2 Part 3 Quiz Part 1 Part 2 Part 3 Part 4

Don 10 7 12 10 9 8 12 12Jim 10 5 12 10 9 5 12 10Jacob 6 4 8 8 7 6 10 11Jason 7 4 4 8 7 6 12 10Leo 7 5 9 7 9 3 12 10You Know 10 6 3 3 8 7 12 8Manny 7 8 7 2 5 8 12 4Ted 7 4 9 0 9 6 12 9Averages 8 5.375 8 6 7.875 6.125 11.75 9.25

Table 3b: Pretest & Posttest Scores Aligned with Average Gain in Percentages for Each Student

Pre Post Pre Post Pre Post Pre Post

Part 1 Part 1 Part 2 Part 2 Part 3 Part 3 Quiz Part 4 Average Gain

Don 10 9 7 8 12 12 10 12 5.2%

Jim 10 9 5 5 12 12 10 10 -2.1%

Jacob 6 7 4 6 8 10 8 11 18.8%

Jason 7 7 4 6 4 12 8 10 27.1%

Leo 7 9 5 3 9 12 7 10 10.4%

You Know 10 8 6 7 3 12 3 8 28.1%

Manny 7 5 8 8 7 12 2 4 10.4%

Ted 7 9 4 6 9 12 0 9 35.4%

Average Test Gain 16.7%

Figure 1a

-10%

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10%

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Average Test Gain

Average

Figure 1b

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15

Pre

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Qui

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Pos

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Part 1Reading

Error detection

Part 2Listening

Error detection

Part 3Categorizing

Part 4Listening &Classifying

Pre-Post Assessment Test Gains

Figure 2 Figure 3

Don

Jim

Jaco

b

Jaso

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Leo

You

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Man

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Ted

10 106 7 7

107 7

9 97 7

9 85

9

Average Assessment Score

Gains Part 1

Error detection - Reading

Pre-Part 1 Post-Part 1

Don

Jim

Jaco

b

Jaso

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Leo

You

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Man

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Ted

75 4 4 5 6

84

85 6 6

37 8

6

Average Assessment Score

Gains Part 2

Error detection - Listening

Pre-Part 2 Post-Part 2

Figure 4 Figure 5

Don

Jim

Jaco

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Leo

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12 12

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79

12 1210

12 12 12 12 12

Average Assessment Score Gains Part3

Classifying Sentences

Pre-Part 3 Pre-Part 3

Don

Jim

Jaco

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Leo

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Ted

10 108 8 7

3 20

1210 11 10 10

8

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9

Average Assessment Score Gains Part 4

Tense Identification - Listening

Quiz Post-Part 4

Learner Attitude Gains

Analysis of learner attitude gains showed improvements for all questions (Figure 6) with a range of increase from 5% to 20% and an average increase of 12% (Table 4). Attitude gain showed improvement (Figure 7) for seven out of eight students, ranging from -2% to 22% gain (Table 5). The only student to have a negative gain was Manny. Ted had the largest gain in attitude. The attitude questionnaire results are consistent with their assessment tests. Manny had the lowest score on Part 4 of the posttest and his score decreased on Part 1 from the pretest to the posttest. Ted, in contrast gained in all parts between the pretest and the posttest and showed an exceptionally high gain on Part 4 going from a score of 0 on the pretest to a score of 9 on the posttest.

Table 4: Average Attitude score and Gain

by question

Average Rating

Pre Post Gain

Q1 3 4 20%

Q2 3.125 3.75 13%

Q3 2.625 3.125 10%

Q4 3.5 3.875 8%

Q5 2.5 3.25 15%

Q6 2.875 3.75 18%

Q7 2.25 3 15%

Q8 2.5 2.75 5%

Q9 3.375 3.625 5%

Q10 2.75 3.375 13%

Average 2.85 3.45 12%

Table 5: Average Attitude Score and Gain

by student

Average Rating

Pre Post Gain %

Jacob 2.3 3.1 16%

Leo 2.2 3.3 22%

Don 3.6 3.8 4%

Jason 2.8 3.5 14%

Jim 4.2 4.3 2%

Youknow 2.6 3.3 14%

Manny 2.9 2.8 -2%

Ted 2.2 3.5 26%

Average 2.85 3.45 12%

Figure 6

0

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3

4

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

Pre-Post Attitude Survey Comparison

Average Rating Pre Average Rating Post

Figure 7

0246

Jacob Leo Don Jason JimYoukno

wManny Ted

Pretest 2.3 2.2 3.6 2.8 4.2 2.6 2.9 2.2

Posttest 3.1 3.3 3.8 3.5 4.3 3.3 2.8 3.6

Average Attitude Score Pretest-Postest compared

Effectiveness Questionnaire

Analysis of the unit effectiveness questionnaire showed that students were positive (Figure 8) in viewing that the unit was useful in helping them to understand verbs and their English ability overall with an average effectiveness score of 3.85 out of 5 and a range from 3.25 to 4.13. One students, Manny, had a negative perception as to the effectiveness of the unit, significantly different than other students. This is consistent with Manny’s attitude gain score which was the only to be negative in the class. There appears to be a slight correlation between student perception of effectiveness and attitude gain (Figure 9). Five students who

had a significant gain in attitude felt strongly that the unit was effective in helping them to improve their English. Two students who had a slight gain (Don and Jim) felt strongly that the lesson was effective. The only student to have a negative gain (Manny) was also the only one to have a negative effectiveness score.

Figure 8

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Jaco

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Series1 4.11 3.67 4.11 3.78 4.22 4.44 2.44 4.00

Axi

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Lesson Effectiveness Results

Figure 9

-2

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Attitude & Effectiveness

Comparison

Att. Gain Effectiveness

The apparent correlation between student attitude gain and test score gain is

supported when comparing the average attitude gain and average test score gain (Figure 11), with the exception of Manny who has a negative attitude gain while he has a positive test score improvement (10%).

Figure 11

-0.5

0

0.5

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1.5

Average Attitude Gain & Test Gain

Att. Gain Test Gain

Discussion This evaluation was conducted on a Verb Tense Unit which occurred over five

lessons during a two week period. The study looked at the degree to which the unit met its objectives and whether or not it led to overall improved English ability. It also looked at student attitude regarding understanding of English verbs and their perceptions on the effectiveness of the unit.

Data analysis found that the lesson was effective at leading to achievement of objectives with an average gain of 16.7%, with a marked gain in three of four areas of assessment. One area showed an insignificant decrease, most likely due to test variation. It was also found that student attitudes regarding verbs increased significantly with an average increase of 12%. The unit effectiveness questionnaire showed overall student satisfaction with the unit with an average rating of 3.85 on a five-point Likert scale, one being very negative and five being very positive.

The evaluation has revealed that the Verb Tense Table unit is effective in increasing student scores and in meeting the objectives of the unit. The degree to which it has improved student overall English ability is not clear since the results for error detection were mixed with the written test showing a slight decrease and the listening test showing a slightly better increase. However, one thing which Korean ESL learners often site as a concern is their difficulty in improving their listening abilities. In fact, on the questionnaires several students added comments about desiring more lessons focusing on listening practice. So, the slight increase in listening ability is possibly quite important. Also, on Part 4 of the posttest, which was a listening and identification quiz, all students increased their scores, with several increasing their scores dramatically. Again, this is hopeful in showing that the unit does in fact improve student listening ability.

Other evidence that the unit is effective in improving listening is from the effectiveness survey in which students reported in question 16c on how much they felt the lesson helped improve their listening ability. Students gave it an average score of 3.75, which is positive.

All other questions from the survey point to student perceptions that the unit has been positively effective in helping them to improve their English with scores ranging from 3.25 to 4.13. The most surprising result was that the Alibi Game had the lowest rating on the degree to which students felt it helped them improve their understanding of verbs with the

lowest average score of 3.25. The question from the survey on how strongly participants would recommend using

this lesson in the future (#15) was encouraging with an average score of 4. This along with the improvement in student test scores, particularly in the area of listening, as well as improved attitudes all point to the continuation of using this lesson in the future. Recommendations It is recommended that this lesson be continued in the future. In future it is also recommended that another larger sample be used to evaluate the effectiveness of the unit. Such an evaluation should also look to measure the achievement of the other four objectives of the unit. The evaluation should also occur over a longer period of time so as to allow for more practice and time for concepts to sink in.

Proposed Budget and Actual Cost The budget of this evaluation was not very large and did not require a lot of resources.

The main costs for the evaluation were for the costs of printing evaluation materials and the time involved in doing it. There were also some transportation costs. The actual cost was a little higher than the expected costs, but not much. The costs of the evaluation were entirely covered by the instructor/evaluator Anthony Saba. The actual costs went over budget a little since printing needed to be done twice, two-times due to printing errors. In actuality, the budget was much cheaper than expected because the evaluator decided to donate his time to the project and work for free! Item Description Proposed Cost Actual Cost

Transportation

Subway 5 days, round trip subway $7.50 $7.50

Printing

Pretest 8 pages x $.10 $.80 $1.60

Pre-instruction 8 pages x $.10 $.80 $.80

Formative Quiz 8 pages x $.10 $.80 $.80

Posttest 8 pages x $.10 $.80 $1.60

Post-instruction 8 pages x $.10 $.80 $.80

Evaluator Normal Cost per hour of $40 per hour $0 per hour

Design Evaluation 5 hours $200 0

Administer 2 hours $80 0

Compile & 8 hours $320 0

Write Report 20 hours $800 0

Total hours 35 hours $1,400 0

Total Costs $1,411.50 $11.50

Appendix A: Lesson Descriptions

Day 1: The Verb Tense Table

The verb tense table lesson begins after students take a pre-test in which they are asked to try and place sentences that are written in the twelve different verb tenses in the verb tense table. The students are instructed to take notes while following along with the lesson. They are first instructed to draw a large square on in their notebook and to subsequently draw two horizontal and three vertical lines so as to divide the square into twelve smaller squares. The instructor then labels the columns as past, present and future, while prompting students to guess what the next would be. The rows are then labeled simple, progressive (continuous), perfect and perfect progressive, again with prompting. The instructor then explains the difference between regular and irregular verbs, explaining that there are four types of irregular verbs plus “the most irregular verb, the ‘B’ verb.” Students are prompted to provide and guess at examples throughout. After covering regular and irregular verbs students are introduced to the concept of “s” and “no-s” forms for verbs that are in the present tense and for the past-progressive verbs. The instructor explains that Singular-subjects follow the “s-form” while plural-subjects follow the “no-s” form. Examples of various subjects are listed on the board, again with prompting of the students. Following instruction on regular/irregular verb types and “S” and “no-s” forms, instruction turns back to the verb tense table. The instructor starts with the simple-present form and uses an irregular verb as an example. In this case the verb “eat” was used. For each verb tense the verb forms are filled in with student prompting. In the case of the simple-future and progressive-future, the instructor also teaches the “be going to” formal form and the “be ‘gonna’” informal form.

After completing all verb tenses the two verbs that are most confusing to students are filled in as well- “go” and “have.” The verb go is confused due to the “be going” to form and the verb “have” is confused because of the perfect tense use of the word “have” for its grammar structure.

When instruction is completed, students are given five minutes to memorize the entire table. Afterwards, they are given another five minutes to redraw the entire table from memory for another verb- “take” in this case. The instructor goes around and points out omissions and errors of the students. Homework is to memorize the table and to redraw it twice more for two more verbs- in this case “make” and “study.”

Day 2: Rhythm and Pattern Modification Drills

On the second day of instruction student homework is checked and errors corrected. They are told to draw one more verb tense table from memory. The instructor quickly checks their quizzes and gives feedback on omissions and errors. A lesson on rhythm and pattern modification is then begun.

The instructor put eight questions on the board, each following a different verb form. The first three are future-simple forms; four through six are progressive-future forms; seven is a progressive-present for future meaning form; eight is a simple-present for future form. The eight questions are:

1. Will you go home tonight? 2. Are you going to go home tonight? 3. Are you “gonna” go home tonight? 4. Will you be going home tonight? 5. Are you going to be going home tonight? 6. Are you “gonna” be going home tonight? 7. Are you going home tonight?

8. Do you go home tonight? Students work with partners or in groups of three. The activity has five rounds. In the first round one student says any one of the questions randomly to another student. The second student must respond with the question number that was asked. If the second student is wrong, the first student repeats the question. Before beginning, the instructor demonstrates how to say each one with proper rhythm and intonation. Students are told they must say them quickly and respond quickly.

A. Are you going home tonight? B. Number 2? A. No. Are you going home tonight? B. Right.

After several minutes, the instructor announces that round one is finished and that round

two will begin. In round two, working with the same partners in the same manner, but rather than answering with the number of the question, students will now answer each question in the affirmative while speaking in a full sentence. The answers to the questions are written on the board and the instructor has the students practice saying them with proper rhythm and intonation before beginning. They are instructed to speak and respond quickly.

A. Are you going home tonight? B. Yes, I will go home tonight. A. No…. Are you going home tonight? B. Yes, I am going home tonight. A. Right. After several minutes of practice, round two is completed and round three is begun. In

round three, students change from answering with an affirmative to answering in a negative.

A. Are you going home tonight? B. No, I will not go home tonight. A. No… Are you going home tonight? B. No, I am not going home tonight. A. Right.

Round three ends after several minutes of practice. By this point students should be

generally familiar with the patterns and are ready for pattern modification. In the next round, students are instructed to now change the verb in the sentence to another verb and to drop the word “home.” When answering their partner, they can use either the affirmative or the negative based on their true plans for the evening. A list of between five and ten verbs is written on the board.

A. Are you studying tonight? B. Yes, I will be studying tonight. A. No. Are you studying tonight? B. Yes, I am studying tonight. A. Right. After several minutes of practice, round four is complete and round five begins. In round

five prepositions of place and time are added as well as a phase for whom they will be doing something. The instructor also demonstrates how the rhythm follows the grammar structures

with each phrase acting as a sound-bite. Partners are to answer using full sentences which include all the terms and phrases and in the same verb tense form. Students can now be creative and use any verbs they like.

A. Will you be studying on Friday at the library with your friends? B. Yes, I will study on Friday. A. No… Will you be studying on Friday at the library with your friends? C. No, I will not be studying on Friday at the library with my friends. After several minutes of practice, round five is complete and round six is to begin. In

round six, the instructor introduces question words to be incorporated as follow up questions: who, what, where, when, why, how much, and how long. The instructor gives several examples. At the end of this round, students are told that in a real conversation we don’t need to answer with the exact same verb tense and that they can mix-and-match the use of these verb tenses, except for the simple-present-for-future-meaning, which is mostly for talking about scheduled events like a job or routine. Day 3: Alibi Game On day three students take a quiz at the beginning of class which is intended to both provide practice identifying verb tenses as well as assess student learning. The quiz takes about ten minutes to complete. The instructor provides students with the quiz sheet which has twelve blank lines numbered. The instructor then says a statement or question twice to which students must write the verb tense name of. After the quiz, the instructor goes through the quiz and explains the answers. Teacher: My father has been working for Samsung for twenty years. Student written response: Present perfect progressive Immediately after the quiz, the instructor introduces the Alibi game. Students are told about a fictitious bank robbery that occurred at a local bank over the past weekend. Three students are selected as suspects and the remaining students are split into three groups of detectives. The instructor explains that the suspects must create an Alibi for the three hours during which the crime occurred. They will have to include that they had done three things together during that time: (1) They saw a movie together; (2) they had coffee together; (3) they went bowling together. The detectives will make questions about those same three topics. The instructor explains that the suspects will be taken to a different room to make their alibi while the detectives remain in the room. The detectives will sit in three different parts of the class room while Day 4: Alibi Follow-up Activity

The instructor begins by checking students’ alibi questions they changed for homework. The instructor then explains various difficult examples and then has students work with partners to correct their mistakes in their homework assignment.

After students have completed making their changes the instructor then provides them with an answer sheet which has all the questions rewritten in the past-progressive and past-perfect-progressive forms. The instructor explains that students will now practice saying a simple-past or past-perfect-progressive question to their partner. The partner will respond by saying the past-perfect or past-perfect-progressive form without looking at the answers. If partner B answers incorrectly, partner A restates the question. Partners then continue to switch back and forth randomly asking different questions from the worksheet.

After asking and changing the questions without looking, round two is completed and round three begins. In round three students continue changing verb forms without

looking at the answers, but this time in reverse: partner A asks the past-perfect or past-perfect-progressive form and then partner B must respond with the simple-past or past-progressive without looking at the worksheet and only by listening. This is continued for several minutes until students begin to do so with relative ease.

Round three is completed after several minutes and the instructor announces round four will begin. In round four, students ask a question to their partner in any verb tense. The partner must then answer the question with a statement that corresponds to the same verb tense as the question that was asked. For example, if student A says, “Had you eaten popcorn at the movie theater?” student B must respond with the past perfect: “Yes, I had eaten popcorn at the theater.” Students are told to be creative and to ask any follow up question they deem appropriate, but to always answer with the same verb tense they were asked.

The next round, round five, requires students to personalize the activity. They are instructed to think of a day when they had gone out with a friend or family member in which they did at least three different things. They are to then tell their partner about those three things. The partner will then respond by asking several questions related to that topic using the alibi game questions as a guide. The student is to ask in an interrogative manner, feigning disbelief and doubt. After several minutes, students switch roles. The instructor may give students time to think about a day they went out and jot down notes. Also, students may be given several minutes to write down several questions before interrogating their partners.

The lesson ends with the instructor explaining that it is not necessary to always answer with the same verb tense and that variety can be used when answering questions in real life situations.

APPENDIX B: Lesson Materials Verb Tense Table The following is a screenshot of the actual verb tense table. Students are given a copy of this after the unit is completed and it is used as a reference in future lessons.

Alibi Game Worksheet Retrieved from bogglesworld.com

Alibi Look at the following words and try to match them with their definitions: Alibi: Didn’t do a crime. Criminal: The place where a trial is held. Convicted: Someone who did a crime. Innocent: Did a crime. Interrogate: Ask questions to suspected criminals. Guilty: Facts, things, and testimony needed to prove who the criminal is. Court: Found guilty in a court of law. Trial: Someone the police think may have done the crime. Suspect: A story (true or not) used to prove someone is innocent. Evidence: Someone who saw a crime. Witness: The time when evidence is presented at a court and

people decide if the suspect is guilty or innocent. Breaking News: Yesterday the bank at the corner of 5th and main was robbed. Police have caught three suspects. The police have the three suspects in separate rooms and will begin interrogating them shortly. The robbery happened between 5:00 and 9:00. The suspects claim to have an alibi. They say they were at the movies between 5:00 and 7:00, at the café between 7:00 and 8:00, and at the bowling alley between 8:00 and 9:00.

(Alibi Game continued)

Interrogation Sheet Suspect 1: 5:00 – 7:00 at the movies. 7:00 – 8:00 at the café. 8:00 to 9:00 at the bowling alley. Suspect 2: 5:00 – 7:00 at the movies. 7:00 – 8:00 at the café. 8:00 to 9:00 at the bowling alley. Suspect 3: 5:00 – 7:00 at the movies. 7:00 – 8:00 at the café. 8:00 to 9:00 at the bowling alley.

Alibi Interrogation Questions

Alibi Interrogation Questions Directions: Change these questions to the past perfect or past perfect progressive 1. What color ball did you use? 2. What weight ball did you use? How heavy was the ball you used? 3. What color clothes were you wearing? 4. What kind of coffee did you have/drink/order? 5. What size coffee did you have? 6. How did you sit at the theater? 7. Who sat in the middle? 8. Who was sitting to your left/right? 9. What kind of music was playing? 10. Did you eat anything while watching the movie? Did you have anything to eat/drink? 11. Did you eat anything during the movie? 12. What the person who served you a man or a woman? 13. What were you doing during the movie? 14. Who paid for the movie? 15. How did you pay for the movie? 16. Did you add anything to your coffee? 17. Did you have a hot or cold coffee? 18. Whose idea was it to go to the movie? 19. Who chose the movie? 20. How did you get from the movie theater to the coffee shop? 21. Approximately how many people were in the theater? 22. What part of the movie theater did you sit in? 23. What area of the coffee shop did you sit in? 24. Were you there long? 25. How long did you stay at the coffee shop? 26. How many games did you play? 27. Who won the first/second/third game? 28. Who had the highest/lowest score? 29. What score did you get? 30. How many strikes did you get? 31. What lane were you on? What lane did you use? 32. What time did you all separate at? What time did you each go home? 33. What time did you get together at? 34. Did anyone leave the theater during the movie (you know) to get some food or use

the bathroom or something?

APPENDEX C: Evaluation Tool Results

Pretest Attitude Questionnaire

Jacob Leo Don Jason Jim Youknow Manny Ted

Q1 2 3 4 3 5 3 3 1 3.00

Q2 4 3 3 4 4 2 3 2 3.13

Q3 2 2 4 3 4 2 2 2 2.63

Q4 3 3 4 4 5 3 3 3 3.50

Q5 1 1 3 3 4 3 3 2 2.50

Q6 4 1 4 2 5 2 3 2 2.88

Q7 1 1 4 1 4 3 3 1 2.25

Q8 2 2 3 1 4 3 3 2 2.50

Q9 2 4 4 4 3 3 3 4 3.38

Q10 2 2 3 3 4 2 3 3 2.75

Average 2.3 2.2 3.6 2.8 4.2 2.6 2.9 2.2 2.85

Posttest Attitude Questionairre


Q1 5 4 4 4 4 4 3 4 4.00

Q2 4 3 4 4 4 3 4 4 3.75

Q3 2 3 4 3 5 3 2 3 3.13

Q4 4 4 4 4 5 4 3 3 3.88

Q5 1 4 3 4 4 3 3 4 3.25

Q6 2 3 4 4 5 4 4 4 3.75

Q7 2 3 4 2 4 3 3 3 3.00

Q8 3 2 3 2 4 3 2 3 2.75

Q9 4 4 4 4 4 3 2 4 3.63

Q10 4 3 4 4 4 3 2 3 3.38

Average 3.1 3.3 3.8 3.5 4.3 3.3 2.8 3.5 3.45

Pretest and Posttest Exam Results

Pretest Posttest

Part

1

Part

2

Part

3 Quiz Part 1 Part 2 Part 3 Part 4

Don 10 7 12 10 9 8 12 12

Jim 10 5 12 10 9 5 12 10

Jacob 6 4 8 8 7 6 10 11

Jason 7 4 4 8 7 6 12 10

Leo 7 5 9 7 9 3 12 10

You Know 10 6 3 3 8 7 12 8

Manny 7 8 7 2 5 8 12 4

Ted 7 4 9 0 9 6 12 9

Average 8 5.375 8 6 7.875 6.125 11.75 9.25

Lesson Effectiveness Survey


Q11 4 4 4 4 4 5 2 5 4.00

Q12 5 4 4 4 4 4 2 4 3.88

Q13 3 3 3 3 4 4 2 4 3.25

Q14 3 4 4 4 4 4 4 4 3.88

Q15 3 4 5 4 5 5 2 4 4.00

Q16a 5 3 5 3 4 5 3 3 3.88

Q16b 5 3 4 4 5 5 3 4 4.13

Q16c 4 4 4 4 4 4 2 4 3.75

Q16d 5 4 4 4 4 4 2 4 3.88

Pretest & Postest Scores Aligned with Average Gain in Percentages for Each Student

Pre Post Pre Post Pre Post Pre Post

Part 1 Part 1 Part 2 Part 2 Part 3 Part 3 Quiz Part 4 Average Gain

Don 10 9 7 8 12 12 10 12 5.2%

Jim 10 9 5 5 12 12 10 10 -2.1%

Jacob 6 7 4 6 8 10 8 11 18.8%

Jason 7 7 4 6 4 12 8 10 27.1%

Leo 7 9 5 3 9 12 7 10 10.4%

You Know 10 8 6 7 3 12 3 8 28.1%

Manny 7 5 8 8 7 12 2 4 10.4%

Ted 7 9 4 6 9 12 0 9 35.4%

APPENDEX D: Evaluation Tools Pretest Student Nickname ……………………………………………………… Answer the following questions to the best of your ability. Part 1: Reading Error Detection Are the following sentences correct in their form or incorrect? Write “C” for correct or “I” for incorrect.

Question Answer Correct / Incorrect

1. I sleep all day yesterday. …………………………………………

2. My father had been here all day on Friday. …………………………………………

3. I will have work there for more than six months by April 15th. …………………………………………

4. You have been visited there more than me. …………………………………………

5. She’s been going there for a long time. …………………………………………

6. He’s going to be meeting his brother tomorrow after work. …………………………………………

7. Korea will had become a developed nation by 2000. …………………………………………

8. Her uncle found a hundred dollars on the street. …………………………………………

9. We are going to meeting a famous woman tomorrow. …………………………………………

10. I am working for three hours tomorrow. …………………………………………

11. I had known him for two years at the time. …………………………………………

12. We knew the answer to all the questions on the exam. …………………………………………

Part 2: Listening Error Detection Listen carefully to the verb in each of the following; Write “C” for correct or “I” for incorrect. 1. ……………………………………………………

2. ……………………………………………………

3. ……………………………………………………

4. ……………………………………………………

5. ……………………………………………………

6. ……………………………………………………

7. ……………………………………………………

8. ……………………………………………………

Part 3: Verb Classification Match the following twelve sentences with their proper verb tense. Past Present Future

Simple

Progressive (continuous)

Perfect

Perfect progressive (continuous)

Directions: Organize the following sentences into the table above. Just write the letter in the square you think it can fit into- Only one sentence per square. a. He has felt very good these days. b. We will go to a movie this weekend. c. They are meeting her tomorrow. d. She had been living with her parents before college. e. I went to the store with my friend. f. He was working with his father yesterday. g. I have been feeling tired these days. h. Koreans love Kimchi. i. They will have arrived before midnight on March 5th. j. My brother will be coming tomorrow. k. We had learned about the escape two hours ago. l. You will have been working here for more than ten years by the end of this year.

Posttest Post-test Student Name……………………………………………………… Answer the following questions to the best of your ability. Part 1: Reading Error Detection Are the sentences grammatically correct or incorrect? Write “C” for correct or “I” for incorrect. (This is the instructor’s answer key. Student test version has blank lines in the right column.)

Question Correct / Incorrect

1. She will have lived here for more than six months by March 5th. …………………C……………………

2. She is going to be visiting her parents next week. …………………C…………………

3. I work all day last Saturday. …………………I……………………

4. She has been worked there longer than me. …………………I……………………

5. We had known each other for three years at that time. …………………C……………………

6. They are going to meeting their professor tomorrow. …………………I……………………

7. He had been here all day yesterday. …………………C……………………

8. Her friend lost some money in the park. …………………C……………………

9. They solved all the problems in their marriage. …………………C……………………

10. She is visit her parents for three days next month. …………………I……………………

11. He has been going there for more than two years. …………………C……………………

12. He will had become a doctor by this time next year. …………………I……………………

Part 2: Listening Error Detection (This is the instructor’s answer key. Students test version has blank lines here.) 1. The girl had eaten all of her food before her father came home.

2. My dad work for a big company in America.

3. He will be moving to California later this year.

4. The dog had chased the cat all around the house.

5. Her best friend will have been make many friends in Australia this summer.

6. They are studying together at the library tomorrow.

7. They were been laughing at the funny joke.

8. Their teacher was make a mistake!

Part 3: Verb Classification Match the following twelve sentences with their proper verb tense. (This is the instructor’s answer key. Student test version has no letters in the table below.) Past Present Future

Simple e k g

Progressive (continuous) i L b

Perfect f j a

Perfect progressive (continuous)

c h d

Directions: Organize the following sentences into the table above. Just write the letter in the square you think it can fit into- Only one sentence per square. a. She will have gone home by 11am.

b. Her boyfriend will be returning on Friday.

c. He had been working in New York City before Korea.

d. He will have been attending that university for more than two years by the end of this

semester.

e. He walked to the market with his girlfriend.

f. She had heard about his accident this morning.

g. They will go to the countryside next weekend.

h. You have been looking tired these days.

i. She was studying with her friends yesterday.

j. She has felt quite sad recently.

k. American people like pizza very much.

l. We are buying a new car tomorrow.

Part 4: Listening and Labeling Please write the verb tense name for the following statements and questions (This is the instructor’s answer key version, student version has blank lines. Bolded terms represent the answer to the question.) 1. Her teacher dislikes students who don’t do homework. (present simple)

2. Will she be arriving today? (future Progressive)

3. I will have worked in Korea for 12 years this August. (future perfect)

4. How long had your father been working for that company before retirement? (past

perfect progressive)

5. Where are you eating dinner tonight? (present progressive/ future meaning)

6. Are your friends “gonna” visit you when you move to America? (future simple /be

going to form)

7. Her mother had run that business for 3 years. (past perfect)

8. He will have been studying in England for over one year by the end of this month.

(future perfect progressive)

9. Have you ever seen a foreign movie? (Present perfect)

10. My friend from Canada visited Korea with his sister last month. (past simple)

11. Was he working last night at 7pm? (past progressive)

12. Have you been feeling well this week? (present perfect progressive)

Formative Quiz (This is the instructor’s version. The student version has twelve blank lines below)

Verb Tense Quiz Student Nickname…………………………

Directions: The teacher will say a sentence or question. You must write what the verb tense of the main verb of the sentence is.

Example: Q: “How old are you?” A: Simple Present

If there is a dependent clause, don’t answer for the clause verb- Answer for the MAIN VERB. Example:

“I lost my dog, when I was young.” “I know a man who lost his dog.”

1. Have you ever been to a foreign country? PERFECT PRESENT

2. What time will you be going home today? FUTURE PROGRESSIVE

3. How long had you been studying English before this class? PAST PERFECT

PROGRESSIVE

4. Were you sleeping this morning at 6am? PAST PROGRESSIVE

5. Are your parents “gonna” pay for your wedding when you get married? SIMPLE

FUTURE, BE GOINGTO FORM

6. My father has been driving a car for many years. PRESENT PERFECT

PROGRESSIVE

7. My friend from high school broke up with his girlfriend last night. SIMPLE PAST

8. She will have been living in Korea for over 10 years by this time next week. FUTURE

PERFECT PROGRESSIVE

9. Who are you meeting tomorrow at 7pm? PROGRESSIVE PRESENT, FUTURE

MEANING

10. The man will have worked at Samsung for 6 years in March. PERFECT FUTURE

11. What have you been doing these days? PRESENT PERFECT PROGRESSIVE

12. Her best friend hates people who eat their food loudly. SIMPLE PRESENT

Pre-Instruction Attitude Questionnaire Pre-instruction Attitude Questionnaire Student Nickname………………………….. Answer these questions please. Note, 1 and 2 are negative, 3 is neutral, 4 and 5 are positive for all questions. 1. How well do you feel you understand English verbs?

1 2 3 4 5 Very poorly Poorly so-so Well Very well

2. How much do you like or dislike learning grammar? 1 2 3 4 5

Very little A little so-so much Very much

3. Do you feel you have a strong or weak concept of English verbs? 1 2 3 4 5

Very weak weak so-so Strong Very Strong

4. How well or poorly do you think you can understand English verbs when you read them?


5. How well or poorly do you think you can understand English verbs when you hear

them? 1 2 3 4 5

Very poorly Poorly so-so Well Very well

6. How well or poorly do you think you can use English verbs when you write with them?


7. How well or poorly do you think you can use English verbs when you speak with

them? 1 2 3 4 5


8. How easy or hard is it for you to make sentences and questions for different times/tenses (past, present future)?

1 2 3 4 5 Very hard hard so-so easy Very easy

9. How unimportant or important do you feel grammar is for speaking and listening communication?

1 2 3 4 5 Very unimportant unimportant so-so important Very important

10. How easy or hard did you feel this quiz was? 1 2 3 4 5

Very hard hard so-so easy Very easy

Post-Instruction Attitude Questionnaire Post-instruction Attitude Questionnaire Student Nickname………………………….. Answer these questions please. Note, 1 and 2 are negative, 3 is neutral, 4 and 5 are positive for all questions. Answer these questions please 1. How well do you feel you understand English verbs after learning about them?


2. How much do you like or dislike learning grammar? 1 2 3 4 5

Very little A little so-so much Very much

3. Do you feel you have a strong or weak concept of English verbs? 1 2 3 4 5

Very weak weak so-so Strong Very Strong

4. How well or poorly do you think you can understand English verbs when you read them?


5. How well or poorly do you think you can understand English verbs when you hear

them? 1 2 3 4 5


6. How well or poorly do you think you can use English verbs when you write with them?


7. How well or poorly do you think you can use English verbs when you speak with

them? 1 2 3 4 5


8. How easy or hard is it for you to make sentences and questions for different times/tenses (past, present future)?

1 2 3 4 5 Very hard hard so-so easy Very easy

9. How unimportant or important do you feel grammar is for speaking and listening communication?

1 2 3 4 5 Very unimportant unimportant so-so important Very important

10. How easy or hard did you feel this quiz was? 1 2 3 4 5

Very hard hard so-so easy Very easy

Unit Effectiveness Questionnaire Unit Effectiveness Questionnaire Student Nickname……………………. 1. How useful do you feel the verb tense table lesson was in helping you understand

verbs? 1 2 3 4 5

Almost useless not very useful so-so useful Very useful 2. How useful do you feel the future rhythm and pattern lesson was in helping you

understand verbs? 1 2 3 4 5

Almost useless not very useful so-so useful Very useful 3. How useful do you feel the Alibi game lesson was in helping you understand verbs?

1 2 3 4 5 Almost useless not very useful so-so useful Very useful

4. How useful do you feel the after-Alibi game lesson was in helping you understand verbs?

1 2 3 4 5 Almost useless not very useful so-so useful Very useful

5. How strongly would you recommend this lesson be taught in the future to other students?

1 2 3 4 5 Not at all not very

strongly so-so strongly Very strongly

6. How much or little did the lessons help you to improve the following skills: A. Reading

1 2 3 4 5 Very little A little so-so much Very much

B. Writing


C. Listening


D. Speaking


Thank you very much for your feedback. It will be very useful in developing future lessons. If there is anything else you would like to add, please feel free to make some comments below. …………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………

evaluation of verb tense unit - boise state...

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