scholarly journals AN ACTION RESEARCH PROJECT: STUDENTS’ RESPONSES TO AND PERCEPTIONS OF TRAINING TO DEVELOP EFFECTIVE VOCABULARY LEARNING STRATEGIES

2020 ◽  
Vol 4 (2) ◽  
pp. 369-389
Author(s):  
María Blanco-Hermida ◽  
◽  
Paloma Úbeda Mansilla ◽  
Keyword(s):  
Action Research ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Action Research Project ◽  
Research Project ◽  
Vocabulary Learning Strategies

A reflexive account on my positionality in a collaborative action research project in a Seychelles secondary school

2015 ◽  
Vol 15 (1) ◽  
pp. 2-19 ◽  
Author(s):  
Jemma Simeon
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Learning Strategies ◽  
Strategy Instruction ◽  
Research Process ◽  
Collaborative Action Research ◽  
Action Research Project ◽  
Research Project ◽  
Planning Stage ◽  
Content Type

Purpose – The paper is based on a doctoral action research project in which three ESL teachers and the author in one secondary school in the Seychelles focused on strategy instruction in the process approach to writing instruction with the aim of helping students become effective writers. The project enabled the author to establish relationships with the participating teachers as educator, facilitator and collaborator. To ensure the trustworthiness of the research, the author needed to clarify and explore the complex relationships to the setting and participants being studied. The paper aims to discuss these issues. Design/methodology/approach – In this paper, the author reflexively discusses the development nature of my research: language learning strategies (LLS) and draw upon my experience of working with three ESL Seychellois teachers in the reflection and planning stage of the Core Action Research project to critically reflect on the negotiation of my position in practice. Findings – Reflecting on the author’s positionality in relation to how the teacher participants constructed the identity has helped the author to be more reflexive and engage with the research process in a more meaningful way. Originality/value – The author’s experience suggests that one’s positionality is never fixed and stable, but rather may be characterized as changing and fluctuating according to the context, content, feelings and ideas expressed.

scholarly journals Developing Learning Strategies Through a Multimodal Vocabulary Project

2020 ◽  
Vol 2019 (1) ◽  
pp. 375
Author(s):  
Steven Asquith
Keyword(s):  
Learning Strategies ◽  
Mobile Learning ◽  
Vocabulary Learning ◽  
Research Project ◽  
Vocabulary Learning Strategies ◽  
Students Attitudes ◽  
Spaced Repetition ◽  
English Students ◽  
Mixed Modality ◽  
Insight Into

In this research project the benefits to students of creating and using spaced-repetition vocabulary flashcards based upon different modalities—audio, visual, written, and mixed—are investigated. The study, conducted over two semesters with a class of Media English students, required students to learn the course vocabulary in stages using each modality individually before finally creating mixed-modality flashcards. At the end of the project students wrote journals to reflect on what they had learned from utilizing the different modalities to remember vocabulary and their experiences of using the technology. Subsequent analysis of these journals provides insight into not only students’ attitudes towards mobile learning and using online vocabulary flashcards but also how students can become more critical in developing vocabulary learning strategies tailored to their needs 当研究では、学生が、オーディオ、ビジュアル、文章、混合など様々なモダリティー（手法）に基づいて、間隔反復語彙フラッシュカード作成及びそれを利用した勉強方法の効果について調査する。2学期にわたり実施した当研究では、メディア英語クラスの学生は、混合モダリティフラッシュカードを作成する前に、それぞれのモダリティを利用して段階的にコース語彙を学習する必要があった。プロジェクトの最終段階において、学生はテクノロジーを利用した語彙学習経験を通し、様々なモダリティを利用して学んだことを振り返り、記事にまとめた。学生の記事に対するその後の分析は、学生のモバイル学習及びオンライン語彙フラッシュカードの利用に対する勉強姿勢だけでなく、彼らのニーズに合う語彙学習方法をより慎重に見極め開発できるようになる事を示唆している。

scholarly journals Addressing Plagiarism through Improved Notetaking

2021 ◽  
pp. 217-230
Author(s):  
Dianne Wilson
Keyword(s):  
Action Research ◽  
Learning Strategies ◽  
Ethical Issue ◽  
Information Sources ◽  
The Internet ◽  
Electronic Information ◽  
Action Research Project ◽  
Research Project ◽  
Clear Cut ◽  
Research Activities

The expanding range of information sources available for student research activities has led to greater awareness of the occurrence of plagiarism in its various forms. The opportunity offered by electronic information sources (in particular the internet) for students to plagiarise and get away with it is of particular concern to teachers. Is the issue of plagiarism as clear cut as it seems and is the same approach adopted by universities to deal with plagiarism the approach that should be taken in secondary schools? Is plagiarism an ethical issue or a learning one? This action research project looks at the approach taken in the author's school to raise staff awareness of the complex issues surrounding plagiarism and to trial learning strategies to minimize the occurrence of plagiarism. The action research project looked specifically at notetaking skills across the curriculum and how teachers can build the teaching of notetaking into their research assignments.

Exploring the Fourth Order

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Barend KLITSIE ◽  
Rebecca PRICE ◽  
Christine DE LILLE
Keyword(s):  
Action Research ◽  
Fourth Order ◽  
Subject Matter ◽  
Action Research Project ◽  
Research Project ◽  
Building Trust ◽  
Current Business

Companies are organised to fulfil two distinctive functions: efficient and resilient exploitation of current business and parallel exploration of new possibilities. For the latter, companies require strong organisational infrastructure such as team compositions and functional structures to ensure exploration remains effective. This paper explores the potential for designing organisational infrastructure to be part of fourth order subject matter. In particular, it explores how organisational infrastructure could be designed in the context of an exploratory unit, operating in a large heritage airline. This paper leverages insights from a long-term action research project and finds that building trust and shared frames are crucial to designing infrastructure that affords the greater explorative agenda of an organisation.

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