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Towards integrating television materials into english teaching and learning at the national university of Rwanda: an exploratory case study of the second year english course

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par Pravda Mfurankunda
University of the Western Cape, Cape Town - Masters in Education 2005
  

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Chapter 4: Presentation and analysis of data

The preceding chapter dealt with the main methodological principles that have informed my research. Qualitative research was assessed to be appropriate for collecting the data and methods such as interviews, questionnaires and document analysis were used. This chapter focuses on the presentation and analysis of the data. Firstly, students' views based on the questionnaires are presented, followed by lecturers' views on the questionnaires and interviews and lastly, the content of academic English programmes are reviewed. Next, the data is analysed, drawing insights from the literature review.

4.1. Students' views from questionnaires

As mentioned in Section 3.3., my sample student population was initially made up of forty second year English students in the Faculty of Arts and Humanities. Only thirty of the questionnaires were returned. The questionnaire consisted of twelve questions in all. It was organised around three major themes: the first theme dealt with background and experiences of the respondents with regard to TV; the second with their current listening abilities in relation to different English programmes on TV (this only concerned the students) and the third with attitudes or opinions on the role of TV materials in English teaching and learning. In the following section, I first provide the original question and then the responses to it. I do this for each section that follows. The full questionnaire is provided in Appendix A.

4.1.1 Background and experience in watching TV

Questions 1 to 6 deal with this theme.

Q1: Do you ever watch TV? All 30 students gave an affirmative reply.

Q2: a) How often do you watch TV? 6/30 students indicated that they watch TV twice a week and the same number of respondents indicated that they watch TV every day, 5/30 said that they devote three times a week to it. Other responses show that the average ranges from thrice to once a week.

b) How long do you watch it? Fewer than half of my informants (i.e. 10/30) spent two hours in front of the TV screen a day whereas 9/30 indicated that they spend three hours. The rest of the students indicated that the time varies from one hour to less than an hour.

Q3: a) Which TV channel/station do you like to watch? This required students to specify channels or TV stations they like to watch irrespective of the language of broadcast. 21/30 watch TVR, the Rwanda National TV station and 20/30 watch CNN (American TV station), 18/30 watch TV5 (French TV station). Other channels that also received attention are BBC (British station) (i.e.13/3O) and Channel O (South African TV station) (i.e. 14/30).

b) Which programmes do you like to watch? Here, news comes first (i.e.30 /30), music follows next (i.e. 21/30), then comes sports (i.e. 20/30). Another type of programme that attracts attention from the students is documentaries with 8/30.

Q4: In what language (s) are these TV programmes broadcast? English (i.e.28/30) and French (i.e. 27/30) were used more often than local languages such as Kinyarwanda (i.e.18/30).

Q5: Do you ever watch any TV programme in English? All 30 students replied in the affirmative.

Q6: Which one do you like to watch? Rank your choices in order of interest. More than a half (i.e.16/30) mentioned news in the first place. 9/30 ranked sports in second place, both movies and music (i.e.10/30) were third and documentaries fifth.

After having a picture of how the second year English students replied to questions in connection with their background and experiences in watching TV, let me now present the data with regard to the students' abilities to understand TV programmes in English.

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