1. Out - of - Class Research & English Language Teaching Paul Kawachi FRSA kawachi@open-ed. net

2. today some new ideas for you to share and to re-use in your own teaching overview

3. today Out-of-Class Research & English Language Teaching overview

4. today Out-of-Class Research : simple explanation & of the theory English Language Teaching : overview

5. today Out-of-Class Research : simple explanation & of the theory English Language Teaching : examples from literature studies, other teachers, other classes, other contexts overview

6. today Out-of-Class Research : simple explanation & of the theory English Language Teaching : examples from literature studies, other teachers, other classes, other contexts - including reading English, error-correction and learning grammar, e-learning, etc overview

7. today Out-of-Class Research : simple explanation & English Language Teaching : examples eg 1 reading English eg 2 error correction eg 3 e-learning eg 4 lesson-plan overview

8. where do new ideas come from ?

9. from your own classroom, your own problems or challenges etc

10. where do new ideas come from ? from your own classroom, your own problems or challenges etc But this has been covered earlier as Action Research http://www.open-ed.net/library/actionresearch.ppt

11. where do new ideas come from ? from your own classroom, your own problems or challenges etc Let’s move on to some other sources...

12. where do new ideas come from ?

13. from books

14. where do new ideas come from ? from books from other teachers

15. where do new ideas come from ? from books from other teachers from your imagination

16. where do new ideas come from ? from books from other teachers from your imagination.. or

17. where do new ideas come from ? from books from other teachers from your imagination.. or from

18. where do new ideas come from ? from books from other teachers from your imagination.. or from

19. where do new ideas come from ? from books from other teachers from your imagination.. or from

20. where do new ideas come from ? from books from other teachers from your imagination.. or from

21. where do new ideas come from ? from books from other teachers from your imagination.. or from

22. where do new ideas come from ? from books from other teachers from your imagination.. or from

23. where do new ideas come from ? from books from other teachers from your imagination.. or from

24. where do new ideas come from ? from books from other teachers from your imagination.. or from

25. where do new ideas come from ? from books from other teachers from your imagination.. or from

26. where do new ideas come from ? from books from other teachers from your imagination.. or from

27. where do new ideas come from ? from books from other teachers from your imagination.. or from

28. where do new ideas come from ? from books from other teachers from your imagination.. or from

29. where do new ideas come from ? from books from other teachers from your imagination.. or from

30. where do new ideas come from ? from books from other teachers from your imagination.. or from

31. where do new ideas come from ? from books from other teachers from your imagination.. or from

32. where do new ideas come from ? from books from other teachers from your imagination.. or from

33. where do new ideas come from ? from books from other teachers from your imagination.. or from

34. where do new ideas come from ? from books from other teachers from your imagination.. or from

35. where do new ideas come from ? from books from other teachers from your imagination.. or from

36. where do new ideas come from ? from books from other teachers from your imagination.. or from

38. there are so many kinds of research - just like presents

39. there are so many kinds of research - just like presents a few very just right ! One or two Some big, some small … Some heavy, exciting

40. there are so many kinds of research - just like presents or foods to nurture us each person has individual taste

41. there are so many kinds of research - just like presents or foods to nurture us each person has individual taste maybe you can find a colleague with the same tastes as you … and you can enjoy doing the same research project together ?

42. there are so many kinds of research - just like presents or foods to nurture us each person has individual taste maybe you can find a colleague with the same tastes as you … and you can enjoy doing the same research project together ?

43. there are so many kinds of research Let’s take a look at what is research

44. what is research

45. ?

46. what why how who

47. what why how who frame all this in time when and place where

48. what why how who when where

49. now let’s look in more detail why how who

50. why how method who qualitative quantitative

51. why experimental empirical natural phenomenological illuminative action research who qualitative quantitative

52. why aim or purpose experimental empirical natural phenomenological illuminative action research who qualitative quantitative exploratory descriptive predictive

53. why aim or purpose innovate, look see case study, look see analyse, critique apply, synthesise experimental empirical natural phenomenological illuminative action research who qualitative quantitative exploratory descriptive predictive

54. innovate, look see case study, look see analyse, critique apply, synthesise experimental empirical natural phenomenological illuminative action research who sample qualitative quantitative exploratory descriptive predictive

55. innovate, look see case study, look see analyse, critique apply, synthesise experimental empirical natural phenomenological illuminative action research who sample qualitative quantitative exploratory descriptive predictive random systematic cluster purposive expert extreme outliers opportunity

56. what why how who when where

57. what is research how why who when where the key point here for you to remember is

58. what is research how why who when where what why who how when where the key point here for you to remember is

59. what is research how why who when where what why who how when where the key point here for you to remember is + yes / no does your research have all the validities, reliabilities, and utility

60. some other points to remember use three groups to remove the interviewer effect - sample responds to you novelty effect - sample responds to your asking Hawthorne effect - sample responds imaginatively

61. novelty effect noise novelty noise effect noise effect Gp AGp B Gp C use two treated groups and one control

62. Gp AGp B Gp C use two treated groups and one control ♬ ♬ ♬

63. novelty effect noise novelty noise effect noise effect Gp AGp B Gp C use two treated groups and one control

64. some other points to remember always triangulate use two methods to collect and check data from target source

65. some other points to remember always triangulate use two methods to collect and check data from target source eg interview data and questionnaire survey data

66. some other points to remember always triangulate use two methods to collect and check data from target source eg interview data and questionnaire survey data

67. some other points to remember always triangulate use two methods to collect and check data from target source eg interview data and questionnaire survey data

68. some other points to remember always triangulate multiple methods is best target source M1 M2 M3 M4

69. M1 M2 M3 M4 some other points to remember always triangulate multiple methods is best target source “ please remember to use ”

70. why do research ?

71. why ?

72. what benefit is there to me ?

73. why ? what benefit is there to me ? what benefit is there to my students ?

74. why ? what benefit is there to me ? what benefit is there to my students ? what benefit is there to other teachers ?

75. why ? what benefit is there to me ? what benefit is there to my students ? what benefit is there to other teachers ? what benefit is there to other students ?

76. why ? what benefit is there to me ? what benefit is there to my students ? what benefit is there to other teachers ? what benefit is there to other students ? Let’s look at our examples...

77. today Out-of-Class Research : simple explanation & English Language Teaching : examples eg 1 reading English eg 2 error correction eg 3 e-learning eg 4 lesson-plan examples

78. eg 1 reading English example 1

79. eg 1 reading English casual reading of the literature says ELT students are slower but in my class I ‘m not so sure so I took a closer read of the literature... example 1

80. eg 1 reading English to be authentic I wrote ELT texts in prose / web / email at levels easy / mid / difficult 9sets of ELT material to test out if you want these, please ask me example 1

81. Open Education Network http :// www. open - ed. net ways of reading example 1

82. Open Education Network http :// www. open - ed. net age /years R1a Reading Rate /wpm Average, inside 98% inclusion range example 1

83. Open Education Network http :// www. open - ed. net age /years R1a Reading Rate /wpm example 1

84. eg 2 error correction example 2

85. eg 2 error correction I was spending too much time trying to understand why my students made errors and explaining again and again…... too much teacher-centred Let’s look at errors in grammar in their answers to multiple choice questions example 2

86. eg 2 error correction I started out asking the students one of my students said she thought one answer sounded okay, another not so good. one other she couldn’t understand, and the other was probably wrong grammatically … example 2

87. let’s take this example of how to teach students to improve on multiple-choice questions Q Please give me ___ hand to carry this. a) the b) your c) a d) some example 2

88. first I asked the student to write down % how sure she was about each possibility Q Please give me ___ hand to carry this. a) the 0 % b) your 30 % c) a 50 % d) some 20 % example 2

89. get the student to write down % how sure she is about each possibility and her reason “because … Q Please give me ___ hand to carry this. a) the 0 % because ungrammatical b) your 30 % because maybe … c) a 50 % because idiom d) some 20 % because.. not sure but example 2

90. without further discussion, I asked students in small groups to talk and decide on a shared set of four % and four reasons and then groups in turn present their four reasons to the whole class So even the best student can see the difficulties and errors made by others example 2

91. in this way, the teacher can see the errors and the reasoning behind each error example 2

92. this way was then employed for a real exam question having ten parts ; example 2

93. He (1) home and was surprised to find Yumi was not there. “She (2) to college”, he thought, and after (3) for ten minutes, he telephoned to her college-office. “We (4) her all day”, they answered. “I wish I (5) where she is”, he said. Just then, he heard the door (6) and Yumi came in. “I’ve (7) with Mika”, she said. “(8) $200 for her birthday, and she (9) her to choose a new coat.” “You should have left me a note”, he said. “If you (10), then I would have known where you were.” (1)(a) arrives, (b) arrived, (c) have arrived, (d) has arrived (2) (3) (4) (5) (6) (a) should go, (b) must be gone, (c) ought to have gone, (d) must have gone (7) (8) (10) (9) (a) waiting, (b) to wait, (c) having to wait, (d) he was waiting (a) don’t see, (b) are not seeing, (c) haven’t seen, (d) haven’t been seeing (a) would know, (b) have known, (c) should know, (d) knew (a) open, (b) to open, (c) to be opened, (d) opening itself (a) gone away, (b) been away, (c) gone out, (d) been out (a) There was given to her, (b) There had been given to her, (c) She was given, (d) She was been given (a) have, (b) had, (c) do, (d) did (a) would that I helped, (b) wanted that I should help, (c) wanted me to help, (d) wanted that I helped example 2

94. in this way all the students could succeed alone through self-reflection using metacognitive thinking or in pairs or small groups example 2

95. simple instructions for this technique were written out to re-use for my students next year to avoid copyright problems three questions were newly written ;- - one to illustrate the technique, another to self-check (repeat the one if poor) and one to keep until just before real exam example 2

96. this is now re-usable by myself ( to reduce my own classroom teaching load ) and can help other teachers … and other students in this way research can be helpful effective and efficient example 2

97. this is now re-usable by myself ( to reduce my own classroom teaching load ) and can help other teachers … and other students in this way research can be helpful effective and efficient http://www.open-ed.net/ r l o / r l o 27. ppt example 2

98. teacher - centred do your research and help your students

99. example 2 teacher - centredlearning - centred do your research and help your students

100. example 2 teacher - centredlearning - centred at - home individual learning do your research and help your students

101. eg 3 e-learning example 3

102. eg 3 e-learning e-learning seems fashionable but many teachers still avoid it thinking it does not replace good teaching... example 3

103. eg 3 e-learning the United Nations education office reports that e - learning has failed to bring any improvement in achieved quality or quantity of learning ( UNESCO 2009 ) largely because conventional teachers are unskilled and inexperienced in e - learning online example 3

104. eg 3 e-learning e - learning should be used inside good teaching … not instead of good teaching ! example 3

105. eg 3 e-learning … so surely some research could be done to show how e - learning is more effective or more efficient example 3

106. eg 3 e-learning let’s think of some good pedagogical practices … face-to-face meetings or discussions can reach consensus can ?? this be done electronically ?? example 3

107. eg 3 e-learning let’s look at wiki e-learning and if / how / when / where wiki can be more effective or efficient example 3

108. http://www.open-ed.net/ rlo / rlo53-wiki.mov 86 MB = 25 minutes at 60 kB/sec example 3

109. other e-learning research topics for you you can also try out using blog for students collaboratively learning English as a foreign language or using online annotation to bring class texts down to the level of the students example 3

110. other e-learning research topics for you through a simple research project you can discover that e-learning can be more efficient in the correct situation example 3

111. eg 4 lesson-plan example 4

112. eg 4 lesson-plan many literature studies reported students do not engage in collaborative discussion to co-create and co-discover new knowledge design research question why ? read all literature, identify gaps / fallacies, propose new model of successful interaction distinguishing cooperation from collaboration example 4

113. eg 4 lesson-plan Anderson 2007 only 17% of two graduate courses and Meyer 2003 found only 29% of graduate students reached Stage 3 Gunawardena 1997 and 2001 found in graduate students and teachers that the Stage 3 “collaboration simply did not happen” Piaget 1977 acknowledged many people never reached Formal Operations level Stage 3 even in adulthood McKinnon 1976 found only 50% of college students at 7 colleges could reach Stage 3 collaboration Renner 1976 found only 81% of final-year law students in 2 law schools reached Stage 3 collaboration example 4

114. eg 4 lesson-plan careful critical thinking found that students and teachers often confused cooperative learning with collaborative learning so reflecting on open and distance education practice the Transactional Distance Model was constructed, tested out, empirically validated and disseminated to other teachers and researchers ask me for copies and details example 4

115. how to choose a research topic with eyes open feel how some aspect of your own life is interesting or in conflict with other aspects frame this gap using key-words and searching ask others or design by yourself a way to fill this gap

116. how to choose a research topic you need some basic research skills and a wish to make your own job easier and more fun to become more professional...

117. how to choose a research topic you need some basic research skills and a wish to make your own job easier and more fun to become more professional... after you’ve got your bag of research skills, then …

118. how to choose a research topic E. L. T. Res skills earch

119. how to choose a research topic E. L. T.

120. E. L. T. … much of ELT research must be adapted to suit the students of China

121. E. L. T. … much of ELT research must be adapted to suit the students of China eg the communicative method teacher / learner centredness exam preparation etc

122. Welcome to ELT research …

123. L. E. T. research

124. to do ELT research … critical thinking skills are necessary What are these ?

125. to do ELT research … critical thinking skills are necessary What are these ? … it’s like having an argument with an argument with yourself … be curious… ask yourself questions

126. to do ELT research … critical thinking skills are necessary What are these ? … it’s like having an argument with an argument with yourself … be curious… ask yourself questions ? ? ? ?

127. to do ELT research … critical thinking skills are necessary What are these ? - use a mind-map to sketch ideas to visualise discrepancies or relationships always be writing your understanding and feed new information into this picture ( your mind ) ? ? ? ?

128. today Out-of-Class Research & English Language Teaching summary

129. today Out-of-Class Research : simple explanation & English Language Teaching : examples eg 1 reading English eg 2 error correction eg 3 e-learning eg 4 lesson-plan summary

130. today Out-of-Class Research : simple explanation & English Language Teaching : examples sometimes thinking of ‘research’ is really heavy so please unwrap the concept in easy terms what, who, why, how, when, where, and yes/no summary

131. today Out-of-Class Research : simple explanation & English Language Teaching : examples remember … research should be fun ! summary

132. research for you

133. You can download these slides freely from the website http://www.open-ed.net / library / research. ppt or by email to me at kawachi @ open-ed.net

134. for our further discussion : http://OpenTeacher.blogspot.com QQ 60338304 : Open Teach google group : Open-Teach email : kawachi@open-ed.net

135. http://www.open-ed.net/ presentations.pdf additionally, I am now making short text guide-books to go with each of my ppt presentations and a list of all these

136. thank you http://www.open-ed.net/ presentations.pdf

137. thank you http://www.open-ed.net/ presentations.pdf

138. thank you http://www.open-ed.net/ presentations.pdf

139. thank you http://www.open-ed.net/ presentations.pdf

140. thank you http://www.open-ed.net/ presentations.pdf

141. thank you http://www.open-ed.net/ presentations.pdf

142. thank you http://www.open-ed.net/ presentations.pdf

143. thank you http://www.open-ed.net/ presentations.pdf

144. thank you http://www.open-ed.net/ presentations.pdf

145. thank you http://www.open-ed.net/ presentations.pdf

146. Open Education Network http :// www. open - ed. net http://www.open-ed.net/ presentations.pdf thank you

147. Open Education Network http :// www. open - ed. net http://www.open-ed.net/ presentations.pdf thank you