Sample Report

Assignment directions: Many of us use more than one language in our daily lives. Some of
us learned additional languages in school when were young and some of us studied a new
language as teens or adults. There are advantages and challenges to learning additional
languages. Reflect on the need for learning a language other than the native one. Also,
think about whether the languages should be taught as part of compulsory education,
and at what age it would be beneficial to learn it.

Survey the opinion of the students on compulsory language learning in schools and
universities and write a report on your findings.

Compulsory language learning in schools and universities

Introduction
Most schools and universities traditionally have been including basic math and literacy in
the compulsory curriculum. School children usually spend substantial parts of their school
day learning math as well as reading and writing in their native language. In universities,
math and writing skills requirements tend to vary based on the major. However, most
universities do require a basic level of math and reading and writing skills. With the
advancement of globalisation, the question arises: should language learning be included in
the compulsory curriculum along with math and literacy in schools and universities?
There is a tendency among the educators, parents and students to agree that language
learning is beneficial when introduced in schools. According to Henry (2014), “in high-
performing education systems, the teaching of the foreign language is introduced early” (p
2). Henry (2014) further points out that middle class parents want their children to learn
another language in school. Also, the educators comment that second language learning is
beneficial for younger students. In addition, the study done by Watts (2008) indicates that a
lot of improvement was done in the schools in the South Pacific island communities and in
New Zealand with the introduction of second language studies. Furthermore, Bartram
(2010) reports on students’ positive attitudes in Europe toward language studies, especially
if the students are able to apply their second language learning soon after they leave the
classroom. One of the examples of positive attitudes toward language learning among
students Bartram (2010) refers to is being able to use the language when they travel to the
countries where the language they study is spoken. Clearly, there is support for compulsory
language learning among the involved stakeholders.
However, there are challenges with implementing required language studies in educational
institutions. These include finding and retaining qualified language teachers, offering
languages that appeal to students’ interests, finding time during the school day for the
language classes, and funding (Bartram, 2010; Devlin, 2015; Watts, 2008). This shows that
perhaps further consideration must be given to including language studies in the required
curriculum.

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The purpose of this study is to survey WRIT 151 students of Victoria University of Wellington
to find out what they think about compulsory language learning and to report on the results
of the survey.

Method
Participants
There were 75 students enrolled in the WRIT 151 course in four sections. Forty students (15
male and 25 female) completed the survey. Most participants, 95% (38), were under the
age of 24. The participants had diverse nationality backgrounds, including Asian, European,
and Middle Eastern, with the Chinese in the majority, 27.5% (11). The participants also had
extensive language learning experience. The majority, 75% (30), said that they speak or use
more than one language. All participants reported that they studied another language. 25%
(10) studied at least one language; 30% (12) studied two languages, 20% (8) studied three
languages, and 25% (10%) studied more than three languages.

Materials
A survey was sent to all students in the class through a Blackboard announcement. The
survey contained questions on student’s demographics, such as their gender, age, and
nationality, as well as questions that asked for their opinion on compulsory language
learning. The survey included multiple choice, yes/no, and factual questions in the
demographics section as well as in the main part of the survey.

Procedure
Students in both sections of the WRIT 151 class received the Report assignment directions….

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Results
The survey results show that the majority of the participants tend to agree that including
language learning in the compulsory curriculum is beneficial. Below is the analysis of several
survey questions that support this finding:
Graph 1 below illustrates participants’ response to the question: ‘Language learning should
be compulsory in schools.’ It is clear from the data below that there is support for required
language learning among participants. As Graph 1 demonstrates, 67.5% (27) said ‘yes’ and
32.5% (13) were either against compulsory language learning in schools or not sure.

Language learning should be compulsory in schools

10
25%

Yes
No
3
8% Not sure
27
67%

Graph 1: Compulsory language learning in schools.

Also, the participants thought that making language learning compulsory benefits both the
students and their country. Graph 2 below indicates the breakdown of the participants’
opinions regarding country and individual benefits of compulsory language education. More
than half of the participants 65% (26) thought that compulsory language learning benefits
the students and their country.

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 What are the reasons for making language learning required?

2 5
5% 12% Benefits to the country

7 Benefits to the students

18%

Both to the country and to the

students

26 Not sure
65%

Graph 2: Reasons for making language learning required.

When asked about the level of language proficiency required in schools and universities, the
participants tend to think that only the beginning level of language study should be required
in schools and universities. Graph 3 below demonstrates participants’ opinions on the level
of language study that should be required to undertake in schools and universities.
Participants thought that beginning language study should be compulsory in schools, 54%
(22), and 67% (27) in universities. A relatively low number of participants thought that
advanced language study should be required: 13% (5) in schools and 10% (4) in universities.

What level of language study What level of language study

should be compulsory in shold be compulsory in
schools? universities?
4
10%
3
4 8%
5 Beginning 10% Beginning
13%
Intermediate 6 Intermediate
22
Advanced 15% Advanced
9 55%
27
22% Not sure Not sure
67%

Graph 3: Level of compulsory language study in schools and universities

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The participants also acknowledged the challenges of including language learning in the
compulsory curriculum. As Graph 4 below illustrates, in the participants’ view, the main
challenge is the cost of resources, 45% (18), followed by finding qualified teachers, 37% (15)
and then taking time away from other studies, 18% (7).

What are the challenges of compulsory language teaching?

7
18%

Cost of resources
18
45%
Finding qualified teachers

Taking time away from other

studies
15
37%

Graph 4: Challenges of compulsory language teaching.

Discussion
The results of the survey are consistent with the literature on compulsory second language
learning. As Henry (2014), Bartram (2010), and Watts (2008) present, second language
learning is viewed as positive and perhaps even as a fundamental part of education among
some educators, parents and students. The responses the survey participants gave resonate
with the literature. The participants tend to support the idea of including language learning
in the compulsory curriculum and see second language as beneficial for the learners and for
the countries.
The challenges the participants indicated in making second language learning required also
correspond to the challenges discussed in the published research. Factors such as cost,
finding and retaining suitable teaching staff, and allocating time during the school day to
language studies were the concerns among the participants as well as in the published
research based on Bartram (2010), Devlin (2015) and Watts (2008).
Although the participants recognised the challenges of making language learning required in
schools and universities, they still were in support of making second language education
compulsory. This is a significant finding because implementation of the requirement of
language learning in schools and universities would bring changes to the budgeting,

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resource allocation, teaching staff, planning of class schedule, facilities, and possibly other
changes.
The participants’ preference for making language learning required may be connected to
their own backgrounds and education. All participants have international backgrounds and
have studied another language. As noted in the Participates section earlier, most
participants studied at least one addition language; some studied two, and some even
three. Most of the participants 92.5% (37) reported that knowledge of another language is
beneficial to them. Possibly, their experience and attitude toward language learning may be
influencing their responses.
This was an interesting and informative study. The main limitation of the study is a
relatively small number of responses. Fifty three percent of the students in the class
completed the survey. Although slightly more than half of the students participated in the
study, the data still may not represent the opinions of the entire class accurately. If the
study is to be completed again, collecting a higher number of responses will be the most
beneficial improvement.

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 References

Bartram, B. (2010). Modern Foreign Language Learning Attitudes in the Three Countries.
Chapter in: Attitudes to Modern Foreign Language Learning. London, GB:
Coninuum.

Devlin, K. (2015). Learning a foreign language a must in Europe, not so in America. Pew
Research Center.

Henry, J. (9 June, 2012). Foreign languages to be compulsory from age seven. The
Telegraph.

Watts, N. (2008). Innovative second and foreign language education in the South Pacific. In
Encyclopaedia of Language and Education, 2nd Ed. Ed: Deusen-Scholl, V. &
Hornberger, N.H. Volume 4: Second and foreign language Education (p. 255-266).

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 Analysis of sample report

▪ Review Report assignment directions.

▪ Read the sample report twice.
▪ In small groups, discuss the following questions in relation to the assignment
directions and critique a sample report:

Theme / Story line:

What is an overall theme / finding of the Report?

Where is the main theme / finding placed?

Is this placement appropriate?

Could there be an alternative placement for an overall theme?

Introduction:
1. Does the introduction include all of the required components?

2. If yes, label them on the margins of the sample report.

3. Do the citations follow APA guidelines?

4. Evaluate the integration of the material from sources in to the text?

5. How are the ideas linked throughout the introduction? Note the connecting words,
phrases and transitioning ideas:
a. Between the paragraphs.

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 b. Within the paragraphs.

6. How is the link to the research question created?

Method:
Participants:
1. Is the description of the participants accurate?

2. How relevant are the components of the participants’ description to the research
question?

3. Discuss whether the numbers are written correctly. Refer to the handout on
integrating the numbers into the text.

4. There is an error in one of the descriptions. Could you find it?

Questionnaire:
1. Discuss the accuracy of the description of the questionnaire.
Procedure:

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Results:
1. Evaluate the results section according to the assignment directions.
a. Does the Results section include all of the required components?
b. Do the questions chosen for description align with the
i. Topic

ii. Research question

iii. Previous two sections

2. Note and evaluate the linking between the paragraphs in the Results section?
3. Note the labelling of the graphs.
4. Notice that there are references to the graphs in the text.
Discussion:
1. Evaluate the discussion section according to the assignment instructions.

2. Are all of the required components of the discussion section present? If yes, label
the required components on the margins of the report.

3. Find and evaluate the links between:

a. Discussion and Introduction.

b. Discussion and Participants’ description.

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 c. Discussion and Results sections.

4. Evaluate the interpretation of the possible reasons for the stated theme based on
the data.

5. Is the limitation reasonable?

Discuss any additional critiques.

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 Reporting Verbs
Followed by a preposition:

Defines X as Y Apologises for X Confuses X with Y

Alerts X to Y Blames X for Y Contrasts X with Y
Objects to X Criticises X for Y Disagrees with X
Subscribes to X Accuses X of Y Concurs with X
Challenges X to do Y Warns X of Y
Exhorts X to do Y
Forbids to do Y
Warns to do Y
Followed by a noun or –ing form:
analyses, applauds, appraises, assesses, attacks, considers, contradicts, critiques, debates, describes,
discards, disclaims, discounts, discusses, dismisses, disregards, evaluates, examines, explores,
expresses, extols, forbids, highlights, identifies, ignores, illustrates, investigates, justifies, lists,
opposes, outlines, praises, presents, questions, refutes, rejects, restates, scrutinises, studies,
supports, underscores, uses, validates, verifies.

Followed by ‘that’:

accepts, acknowledges, adds, admits, advises, advocates, agrees, alerts, alleges, announces, argues,
articulates, asserts, assures, believes, boasts, claims, clarifies, comments, complains, concedes,
concludes, confirms, feels, finds, forgets, guarantees, guesses, hopes, hypothesises, imagines,
implies, indicates, infers informs, insists, justifies, knows, maintains, notes, observes, persuades,
points out, posits, postulates, promises, proposes, proves, questions, realises, reasons, reasons,
recognises, recommends, remarks, reminds, reports, reveals, shows, speculates, states, stresses,
suggests, suspects, tells, theorises, thinks, understands, urges, warns.

Examples:
1. Johnson (2014) warns that censoring TV content is harmful because it “creates artificial
environment” (p.25).
2. Bristle (2010) defines censorship as an “outdated approach to control.” (p.40).
3. Smith (2009) disagrees with Williams (2010) when she maintains that adjusting the world to
suit the children is not helpful for the society.
4. Some people subscribe to the idea that censorship is not healthy but Kirtstom (20013)
refutes this claim.
5. This essay discusses the benefits of censorship and stresses the importance of free speech.

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 Integrating the numbers in to the text

There are variations in the rules for writing the numbers in a text. For the Report
assignment, follow the guidelines below:
1. Spell numbers when they appears at the beginning of a sentence: Twenty students
responded to a questionnaire.

2. Use a hyphen for two-word numbers: Twenty-three students responded to a

questionnaire.

3. Spell the numbers 10 and under in any place in a sentence. The survey had ten
respondents.

4. Write numbers for 11 and higher. The survey had 18 respondents.

5. Spell the word ‘percent’ if it is next to a spelled number. Eight percent of the
respondents were female.

6. Use the sign ‘%’ for the numbers written with numerals. Out of all the respondents,
15% were female.

7. Include both the percentage and the count/number in your data description. Write
the percent first and then the number in brackets next to it: Fifteen percent (23)
respondents indicated that Chinese is their first language; 11% (14) said their first
language is Korean, and 12% (24) spoke English.

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