1. Action Research

2. What is action research ?

3. Action research - the process You notice a problem or issue in your class You think of a way of addressing the problem/issue You then try out this idea You test to see if the idea has worked If not, you try another approach...

4. Example of action research Some low language level students seem unwilling to work in groups You make up a questionnaire in students’ L1 about attitudes to group work You discover that some students haven’t worked in groups before and don’t understand the benefits of group work You explain the benefits of group work

5. However, this explanation has no effect on the student’s willingness to do group work What will action researchers do next?

6. A new strategy Devise a new strategy and evaluate it E.g. An activity that requires students to work in groups such as a jigsaw listening task or picture sequencing

7. Jigsaw listening You divide your class into four or five groups. How will you do this? You give each group part of a written story sequence Each group reads and discusses their part of the story sequence You take up the written texts from each group Each group nominates two ‘movers’. The movers change table every 5 minutes, in a clockwise direction. The movers tell their part of the story and listen to the other part. When the movers have visited all the groups, all students have heard the whole story. They then write out the story they heard.

8. Another technique – running dictation

9. Swim swan over the sea Swim swan swim Swan swim back again Well swum swan

10. Dictogloss Begin with a picture prompt about an item of common knowledge such as the Icelandic volcano explosion Ask students to comment on it and identify key words and grammar structures on the board Read a short text on this subject at fast speed Students note down as much as they remember Read a second time and students note again In groups students use their notes to write a joint text on a large piece of paper These papers can be exchanged between groups for comment and discussion

11. Evaluation You try these group work methods then you have to evaluate them. How do you evaluate them?

12. Evaluation - Your own observations during the class - By reading student journals - By asking a colleague to observe a class – she or he could focus on one group and the participation of each member - By analysing a video of the lesson

13. Why should you do action research? Action research can help you to analyse and solve problems you have in your class.

14. What are the steps of action research?

15. Observe your class Identify a learning/teaching problem Formulate a plan to address the problem Implement the plan Observe the results

16. 1. Observe and reflect on what happens in your classroom. For example: Some students answer teacher questions often but others never answer questions.

17. 2. Think about how you can make a change. Ask all students to think of the answer to your question before anyone says the answer, or is asked to say it.

18. 3. Try out your new idea. If it is not successful, reflect on it again. e.g.The new technique is not successful. The same students still give all the answers.

19. 4. Try another new idea. If it is successful, use it in your classroom in future. e.g. Ask students to answer your questions in pairs. It is successful. Every student speaks.

20. How can you identify an action research issue in your class?

21. By observation Watch your class, or another teacher's class. Think about what happens to each student. -how many times and for how long does each student speak? -Do you or the teacher give equal attention to all students? -Do they all understand? -Do they all pay attention?

22. From tests -you can give a very short test to check understanding -note which questions or tasks students find most difficult

23. From questionnaries You can make a questionnaire for your students to ask them: -what they like or do not like, -what they find easy or difficult, -or what problems they have in class.

24. From learner diaries or class notebooks Ask learners to write their reactions, opinions and suggestions in ‘hard copy’, or ‘email’ diaries that they can give to you each week or each month. This feedback could be anonymous

25. We have looked at four ways to identify issues for action research projects: -Class observation, tests, questionnaires, diaries -Which approach do you find the most interesting and useful? **

26. Examples of action research topics 1. Trying out new materials / new textbooks Using a questionnaire or diary, ask students for their reactions to the new materials.

27. 2. Correcting errors -- Use a tape recorder to record and categorize student grammatical errors

28. 3. Monitoring male/female contributions to group discussions - Observe the group and count the contributions - What about the length of each contribution?

29. 4. Some students are often late to class -Use learner diaries to find out the reasons for lateness, and the learning consequences of lateness

30. 5. Encouraging student responses Delaying teacher response time and monitoring the effect of this.

31. 6. Monitoring learners - Case studies of motivated and unmotivated students, perhaps by using interviews. - Questionnaires on preferences, or likes and dislikes.

32. The action research cycle* Question – why are students late? Plan – use a diary or questionnaire to find out Action – the diaries show some students are working night shifts – the action is to change the class time Observation – students are more punctual Reflection/ Replanning – awareness of students’ working lives and consideration of this in the course planning

33. Difficulties? What are some possible difficulties with action research?

34. Difficulties? 1.The problem of teaching and researching simultaneously 2.Students might object to being the subjects of research 3.If the first ‘solution’ doesn’t work, it can be disheartening 4.This process can be time consuming

35. Advantages? What are the advantages of action research?

36. The research is local and immediate It builds on, and recognizes, work that teachers do as a matter of course It is very satisfying when it works well The projects can be collaborative The findings can be shared with others It creates a richer sense of teacher involvement

37. Action research removes the separation of theory and practice It recognizes teachers as researchers

38. Your classes Working with a partner: Identify a problem in your class Create a plan to investigate the problem What are some problems you might encounter and how would you deal with them?

39. Research topic proposal Name and email address Date Place of work Research area Reason for choosing this research area Name one or two relevant articles or books for the literature review Any possible problems

40. Brogan, EFL teacher ed. Vietnam Nunan – AR “is a form of self-reflective inquiry carried out by practitioners, aimed at solving problems, improving practice, or enhancing understanding. It is often collaborative”, 227 Question Plan Action Observation Reflection/ Replanning Constructivist learning theory – “This theory of learning suggests that learners learn best when they are cognitively engaged in constructive learning activities with others. In other words, learners learn best through activities and tasks that are meaningful, situated, developmental and useful, and that require them to think and be engaged socially”, 225 AR examples, pp. 231/244

41. Canh, Action research (AR) in Vietnam context Teacher as researcher, teacher as theorizer “This movement is based on the constructivist paradigm... which views knowledge as being constructed rather than received”, 1 Problem of ‘tissue rejection’ i.e. Western methods not appropriate view that AR was a teaching method undertaken in isolation used as a way of showing interest in students dominance of exams lack of collaboration lack of research skills ‘action research is synonymous with the Buddhist concept of mindfulness with the aim of achieving wisdom, understanding, and developing mental culture. Instead of ‘systematic collection and analysis of data relating to the improvement of some aspect of professional practice’ (Wallace 1998)”, 9

42. Curry, Action Research Aim – to bring about change Action research cycle Identify the issue Refine a research question Establish research method including triangulation – “looking at the same phenomenon from different angles” Data analysis Action plan Disseminate knowledge Ethics “students should not be asked to engage in activities that do not help them or are not part of a legitimate curriculum” i.e. students are not guinea pigs confidentiality permission