Research Questions :

1.      To what extent does school status influence students’ motivation to learn English speaking and writing skills?
2.      What types of learning activities in the English speaking and writing class influence students’ motivation to learn?
3.    What type of feedback from observations helps teachers to improve their teaching efficacy and gain confidence to diversify the pedagogical methods used in classroom(s)?

What I had used to calculate my sample for questionnaires  RQ 1 & 2 :

http://www.raosoft.com/samplesize.html = three form four classes at each college

(28 x 3 = 84 students @ each college)
(84 x 4 = 336)

n = (28 x 6 @ college) x 4 colleges
   = 652

Recommended sample size at 95% confidence level = 242.

Therefore, my estimated sample size is accepted at 336.


Questionnaires :

RQ 1 - VARK Questionnaire 'How Do I Learn Best'  (Learning Styles)
          - http://www.vark-learn.com/english/page.asp?p=questionnaire

RQ 2 - World Languages' Learning Activity Types. (Learning Activities)
         - I'll be adapting only speaking and writing activities as both are relevant to this research and    specification of the research.
        - http://activitytypes.wmwikis.net/file/view/WorldLanguagesLearningATs-Feb2011.pdf

RQ 2 - Nunan & Lamb (1996) Motivational Questionnaire (Motivation)

All the questionnaires are related to one another as learning styles affects the choice of preferred learning activities. Preferred learning activities influences motivation, if present in the classroom.