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observe and reflect: students had goals different from her own and sometimes resisted group
and pair work issue: teaching diverse learners Second Cycle
plan: talked to students about their thoughts on the groupings and activities and decided to
give them more control over the course content
action: gave students more responsibility to select their own materials and activities
observe and reflect: students picked groups in order to avoid intra-group tensions, but two
students remained marginalized Third Cycle
plan: decided to call on the marginalized
students more often
not tied to any specific data collection approach or methodological tradition any research
conducted by a teacher developed by Kurt Lewin to address social issues in the 1940s
an action-driven approach to conducting research
repeated cycles of procedures
Classroom research on Teacher Cognition Teacher cognition research looks at how teachers
think about their work, what skilled
decision making goes into effective teaching, and how novice teachers thinking and
teaching develop over time.
Researcher uses a record of an event to prompt recollections of that event by someone who
participated in it.
Record can include audio/video recordings of the class, classroom transcripts, observers
notes
Participants verbalize recollections and researchers record them while participants review the
data. Teacher's Journals Carol Numrich analyzed the teaching journals kept by 26 teachers-in-
training who were enrolled in her practicum class. Recommendations
Encourage the use of a variety of sources rather than the use of one textbook
Take students on an early field trip
Conduct student needs analyses and feedback sessions
Give specific observation tasks
Require a grammar course for novice teachers The Globalization of Language Classroom
Research In the 1980s most of the language classroom research was done in Canada,
Australia,
the United Kingdom and the United States. Now this research can be found globally.
For example: Many world regions are investigating the topic of teachers' concerns about large
class sizes.
Major classroom research studies have been conducted in such countries as: Nigeria, Japan,
South Africa, Sri Lanka and Hungary. Washback Studies in Language Classrooms Washback:
The effects of testing on learning and teaching. A lot of the research in this area has been
conducted by outside observers.
Baseline data: Information that documents what a classroom is normally like and, provides
the basis against which we make comparative claims about how
different or unusual the phenomena we have seen may be. Results of different washback
studies National English exam influenced the content of English lessons, but had little
influence on how teachers taught or graded students test performance. (Sri Lanka) Three
factors promoted or inhibited washback (study in Japan by Watanabe (1996)
teachers education and experience
teachers beliefs about effective teaching
how close the observations were to an upcoming exam New tests of Arabic as a second
language and new EFL (Israel), observers noted teachers stopped teaching new material in
favour of intensive review, classroom activities became testlike and the atmosphere became
tense. The washback stopped after the students took the test. Two teachers (United States)
were observed teaching regular ESL classes and TOEFL prep classes:
TOEFL classes had more test taking, teacher talk time and less group work, more
metalanguage and less laughter. Why Should Teachers Get Involved in Language Classroom
Reserach?
Action Research and You? Cons
Time consuming
Requires discipline and specialized training
May not be financially or strategically supported
Research work may not be officially recognized Pros
Data collection and analysis process can help you discover valuable patterns in interactions
with students
Teaching energized by discovering new puzzles and interesting answers
Gather new ideas for teaching
Become better connected to the teaching profession
Learn from experiences in a meaningful way
Deeper understanding of learning issues
Able it address issues concerning difference and diversity
Share feedback with fellow teachers at work, conferences and in publications
The events that occurred forced me to remember that in the classroom there is more to
learning a language than learning language. What Topics Have Been Investigated by
Teachers Doing Action Research in Language Classrooms? -Action Research has become
increasingly popular since the 1980s
-has opened a wide range of new topics and promoting research led by teachers
-studies have shown that teachers have recently used action research to investigate issues in
their own classrooms, these studies are:
(Pica 1997) the evolving relationship of language teaching and research as moving from
coexistence to collaboration and complementarity Where Are We Now? -increased
methodological resources available to teachers
(Allwright & Bailey 1991) topics & methods of classroom research for language teachers
(Brown 1985) diary study
(Gass & Mackey 2000) stimulated recall procedure
Freeman (1998), Johnson (1998, 1999), Nunan (1991b), Tsui (1995), Van Lier
(1988, 1990) how to investigate language classroom interaction
-critique & questioning the procedures used in classroom research and problematic issues
(Bailey 1991 & Seliger 1983) -problems that may arise in doing classroom research
(Schachter & Gass 1996)