Classroom Problems Got You Down? Confront and Resolve Them with ACTION RESEARCH Presented by Tim Robinson & Lauren Alva SFSU M.A. TESOL Conference December 5, 2008

Presentation Overview Description Procedure Action research project s

Issues in the classroom Speaking too much L1 in the classroom Getting students to use target vocabulary in writing Encouraging more interactive classroom discussions Building on students’ motivations Improving board work

Description Action research takes its name from two processes that are central to it: a data- gathering component (the research element) and a focus on bringing about change (the action component). (Richards,1998)

Procedure (Grabe & Stoller, 2002) I. Establish a purpose and decide on a topic II. Pose a specific question III. Anticipate outcomes (Hypothesis) IV. Specify the type of data to collect Determine ways to collect data Consider issues related to time Collect data systematically

Procedure Continued Examine and analyze data Reflect on results Generate practical solutions Experiment with solutions Share insights with colleagues

An Action Research Project Context: Intensive Language Program (American Language Institute) Low-Intermediate (TOEFL ) Reading & Writing Students From: China (13), Japan (1), Mexico (1), Korea (1)

An Action Research Project Pre-reading -Topic - Prediction Reading Post-reading -Main idea - Details - Vocabulary - Respond to the reading Writing

I. & II. Purpose & Questions Getting students to use target vocab accurately in their writing  What steps do students need to take in order to be able to use effectively the target vocab in their writing? WritingVocabulary

III. Anticipated Outcome Increase in Ss’ use of target vocab in their writing More instances of accurate target vocab use Greater willingness to take risks with vocab in writing

IV. Data Collection & Time Vocabulary Quizzes (3) & Exams (1) Writing Assignments (5) Time: 1 semester (12 weeks)

V. Data Analysis Vocabulary Quizzes & Exams: Errors with Parts of Speech & Meaning “He and his classmate are competition in the class.” “The good work gives him contribution.”

V. Data Analysis Writing Assignments: Non-Use & Inaccurate Use of Vocab “I know it’s big challenging to me.” “The people have good energetic.” “I could more concentration about study.”

VI. Reflect on Results Non-Use of Target Vocab in Writing: 1) Avoid making mistakes 2) Fear being penalized 3) Not motivated to use the vocab Inaccurate Use of Target Vocab in Writing: 1) Unaware of parts of speech 2) Unfamiliar with usage/meaning

VII. &VIII. Generate & Experiment with Solutions Work with Vocab Trouble Spots Build a Bank of Relevant Vocab  Awareness of parts of speech  Words commonly misused  Words useful for writing assignments

VII. & VIII. Generate & Experiment with Solutions Make Vocab Use a Salient Issue  Give rationale  Hold Ss Accountable  Provide a system for learning and using vocab  Allow Ss to experiment w/o penalty

VII. & VIII. Generate & Experiment with Solutions

Outcomes Increase in Ss’ use of target vocab in their writing More instances of accurate target vocab use Greater willingness to take risks with vocab in writing

A n Action Research Project Context: Intensive Language Program (American Language Institute) Low-Intermediate (TOEFL ) Oral Communication Skills Students From: China (13), Japan (1), Mexico (1), Korea (1)

I. & II. Purpose & Questions The excessive use of L1 in the class has resulted in: 1) Non-Chinese students feeling alienated 2) Chinese students not improving their fluency  How do I encourage more English use during class for the rest of the semester?

III. Anticipated Outcome Increase in English use during pair and group work tasks Improvement in class relations Improvement in fluency

IV. & V. Data Collection, Time, & Analysis Review students’ goals and reasons for studying at ALI Meet and discuss with teachers, academic coordinators, and advisors Time: one week

VI. Reflect on Results Students’ reasons for choosing ALI 1) Easier path to obtaining a B.A or M.A 2) Better job prospects Classroom Dynamic 1) Low-level of proficiency 2) Authority

VII. & VIII. Generate & Experiment with Solutions Accountable for behavior Rewards Consequences Rationale

Things to Remember Action Research is for everyone. Make it work for you. It’s ongoing. If first you don’t succeed, try, try again. It benefits the students AND the teacher. No one said research had to be boring.

References Grabe, W., & Stoller, F., (2002)Teaching and researching reading. Harlow: Pearson Education. Richards, J.C. (1998) Beyond training: Perspectives on language teacher education. New York: Cambridge University Press. Wallace, M.J. (1998) Action research for language teachers. New York: Cambridge University Press.

Acknowledgments We’d like to thank these people for their support, guidance, and insight. Friends & Family ALI Coordinators & Colleagues MA TESOL Professors Dr. Keck Dr. Shih