NURUL AKMAL ZAINUDDIN P71698 GGGB6013 RESEARCH METHODOLOGY

Zhengdong Gan The Hong Kong Institute of Education UNDERSTANDING L2 SPEAKING PROBLEMS: IMPLICATIONS FOR ESL CURRICULUM DEVELOPMENT IN A TEACHER TRAINING INSTITUTION IN HONG KONG

SUMMARY OF THE RESEARCH The institute was formally established in 1994 before being granted self-accrediting status in 2004 by the government. Although it’s a fully-fledged university of education, the BEd (English) graduates are not picked by most local secondary school in Hong Kong.  The entry point to enter quite low compare to some other tertiary institutions in HK.  The students are exempted to take Lang. Proficiency Assessment for Teachers of English (LPATE).

The English Department requires 3 rd Year students to take LPATE before moving to Y4  1/3 ended up in either conditional non- progression ( )

VARIABLE - PARTICIPANTS 20 students (16 F, 4 M) Final year of a 4-year BEd (English Language) 11 students speak Putonghua (mainland China) & 9 students speak Cantonese (Hong Kong) Required to do 8-week teaching practice in Sem 2 (3 rd year) and Sem 2 (4 th year) Required to take LPATE in Sem 2, 3 rd year

RESEARCH Qualitative Research  Semi-structured interview – mins [aimed for “concrete & complex illustrations” (Wolcott, 1994, p. 364)].  Centred on the difficulties with speaking English during the BEd programme.  Transcripts were read, re-read & annotated with comments & specific descriptive phrases [“open coding” (Merriam, 2009, p. 179)]  The findings were clustered into broader categories [ “thematic units” & “core categories” (Strauss & Corbin, 1998)]  6 categories (speaking & writing skills)

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