Improving our findings

After reading, rereading and understanding the collected data following the procedure from Auerbach, C. F. & Silverstein L. B. (2003) procedure, it is essential to keep in mind that analysis involves researchers and participants in making sense of the data by identifying broad trends, characteristics or features across an event or a series of events (Burns, 1999). In Strauss & Corbin (1997) words, categories are formed by grouping similar incidents, events or other instances of phenomena under the same label. The analysis of the data evidence effects such as: motivation towards English; motivation towards a blended learning environment; the acquisition of English vocabulary; and value of collaborative work helping the child during the developing of created modules using the blended learning environment.

The chosen categories determine the data analysis process of this project in order to answer the research question.

QUESTION

What will be the effects of the creation of thematic modules in a blended environment to work on early vocabulary acquisition in very young learners?


MAIN OBJECTIVE


To describe the effects of the creation of thematic modules through a blended environment to acquire English vocabulary in very young learners.

SPECIFIC OBJECTIVES

To implement a blended course to encourage very young learners to learn in a different learning environment

To expand motivation of very young children towards second language acquisition in terms of vocabulary

To describe the importance of collaborative work (school-home) in the English Language learning process.


CATEGORIES


1: Motivation towards a blended learning environment

2:Motivation towards English language learning in terms of vocabulary acquisition

3: The value of collaborative work: school- home (parents, children and teachers) in the English Language learning process.