scholarly journals Relationship between Classroom Research, Teacher Research and Action Research

2021 ◽  
Vol 8 (2) ◽  
pp. 147-152
Author(s):  
Ajmal Shahim
Keyword(s):  
Action Research ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
Research Work ◽  
Science Research ◽  
Language Teachers ◽  
Classroom Research ◽  
Action Analysis ◽  
Language Classrooms

Classroom Research, Teacher Research, and Action Research are three methods that are often misunderstood. Classroom analysis is research undertaken in language classrooms that reflects on participation in the lessons; the Research’s emphasis as well as the environment in which the data is obtained characterizes it. For language teachers and the discipline as a whole, doing classroom Research may be helpful. Teacher research is classified as research performed by the Teacher; in other words, the person who performs the thesis specifies it. The iterative cyclic procedures of preparing, behaving, observing, evaluating, and replanting are used in action analysis to address challenges and develop local practice. The aim of this analysis is to evaluate the distinctions between classroom research, Teacher research, and Action research, as well as familiarity with the research method in this field. The analysis of vague information in the field of science research, particularly research in the classroom, professorial research, and practical research in language teaching, is the product and result of the research work on this subject, which has added to the richness of this scientific – research essay.  Aim- Receiving correct and necessary knowledge on these three forms of Research in the field of English language and literature, as well as a brief summary of systematic and general research on classroom research, Teacher training, and Action research in language teaching classrooms.

STEM for English Language Teaching

2020 ◽  
pp. 99-117
Author(s):  
Bilge Akıncı
Keyword(s):  
Action Research ◽  
21St Century ◽  
Research Method ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Descriptive Study ◽  
English Language Teaching ◽  
Teaching Process

This chapter presents an example of STEM and English language teaching integration. In this study, it was aimed to improve students' English language skills and increase their engagement with the appliance of STEM. In this descriptive study, a way of integrating STEM into the language teaching process was explained with an applied example. The research is of qualitative design with the implementation of action research method. As a result, the implementation improved students' language skills and gave students the chance of using knowledge of other disciplines in English courses while increasing their engagement. Additively, the implementation developed students' 21st century skills. It is thought this study can be an inspiration for English teachers to apply various approaches in their teaching processes. In addition, the study can be accepted as an example of the contribution of STEM to English language teaching process. Moreover, the study is a representation of teacher research, and this research can be assessed as an inspiration for teachers to turn their practices into research.

Action research: an evolving paradigm?

2005 ◽  
Vol 38 (2) ◽  
pp. 57-74 ◽  
Author(s):  
Anne Burns
Keyword(s):  
Action Research ◽  
Research Methodology ◽  
English Language ◽  
Applied Research ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
The Status ◽  
Basic And Applied Research ◽  
Research Studies

Action research is a relatively recent phenomenon in the field of English language teaching, having emerged in the literature predominantly since the late 1980s. In this article, I discuss the antecedents, definitions, processes, and purposes of action research in the field of English language teaching. Action research is also considered in relation to more established notions of basic and applied research. The current scope and nature of action research studies found in the literature are then analysed. The article concludes with a consideration of some of the challenges to the status of action research as a research methodology and the issues that will need to be addressed if action research by language teachers is to be sustainable.

Teacher engagement in research: Published resources for teacher researchers - Books from regional locations - Gregory Hadley (ed.). Action research in action, Singapore: SEAMEO Regional Language Centre (2003). Pp. iv + 54. ISBN 9971-74-081-8. - Gertrude Tinker Sachs (ed.). Action research in English language teaching. Hong Kong: City University of Hong Kong (2002). Pp. vii + 255. ISBN 962-442-227-3. - Books from governmental initiatives - Simon Borg (ed.). Classroom research in English language teaching in Oman. Oman: Ministry of Education, Sultanate of Oman (2006a). Pp. xii + 136. No ISBN. - Simon Borg (ed.). Investigating English language teaching and learning in Oman. Oman: Ministry of Education, Sultanate of Oman (2008). Pp. xiii + 166. ISBN 978-9948-03-769-9. - Kay Gallagher & Khadar Bashir-Ali (eds.). Action research and initial teacher education in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press (2007). Pp. 141. ISBN 978-9948-03-554-1. - Anne Warne, Michael O'brien, Zafar Syed & Mary Zuriek (eds.). Action research in English language teaching in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press (2006). Pp. 124. ISBN 9948-03-246-2. - Books from international contexts - Simon Borg (ed.). Language teacher research in Europe. Alexandria, VA: TESOL (2006b). Pp. vii + 206. ISBN 978-1931-18-537-0. - Anne Burns & Jill Burton (eds.). Language teacher research in Australia and New Zealand. Alexandria, VA: TESOL (2008). Pp. vii + 249. ISBN 978-1931-18-547-9. - Christine Coombe & Lisa Barlow (eds.). Language teacher research in the Middle East. Alexandria, VA: TESOL (2007). Pp. vii + 209. ISBN 978-1931-18-541-7. - Thomas S. C. Farrell (ed.). Language teacher research in Asia. Alexandria, VA: TESOL (2006). Pp. vii + 209. ISBN 978-1931-18-533-2. - Leketi Makalela (ed.). Language teacher research in Africa. Alexandria, VA: TESOL (2009). Pp. vii + 124. ISBN 978-1931-18- 554-7. - Hedy M. Mcgarrell (ed.). Language teacher research in the Americas. Alexandria, VA: TESOL (2007). Pp. vii + 203. ISBN 978-1931-18-542-4.

2010 ◽  
Vol 43 (4) ◽  
pp. 527-536 ◽  
Author(s):  
Anne Burns
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
Sultanate Of Oman ◽  
Language Teacher ◽  
Colleges Of Technology

language teaching

2005 ◽  
Vol 38 (2) ◽  
pp. i-i
Keyword(s):  
Action Research ◽  
Research Methodology ◽  
English Language ◽  
State Of The Art ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Teacher ◽  
Feature Article ◽  
The Subject

We are delighted to begin our term as editors with a stimulating special-feature article by Anne Burns on action research. While the term ‘action research’ is not new in the wider field of research methodology, it remains a relatively recent phenomenon in the field of language teaching, but one which is increasingly the subject of much debate. Anne Burns takes a critical look at the origins, purpose, scope and impact of action research in the area of English language teaching, and describes both the challenges to its status as a research methodology and the issues which need to be addressed by language teachers if it is to remain a sustainable methodology. In addition to being an authoritative overview of the paradigm, the article provides excellent background for a state-of-the-art article on the development of the language teacher written by Steve Mann, which will appear in the next issue of this journal.

scholarly journals Teaching Critical Vocabulary to Filipino Heritage Language Learners

2021 ◽  
Vol 11 (6) ◽  
pp. 260
Author(s):  
Jayson Parba
Keyword(s):  
Language Development ◽  
Social Issues ◽  
Language Teaching ◽  
Language Teachers ◽  
World Language ◽  
Wide Range ◽  
Teachers And Students ◽  
The Status ◽  
Language Classrooms ◽  
L1 And L2

Engaging in critical dialogues in language classrooms that draw on critical pedagogical perspectives can be challenging for learners because of gaps in communicative resources in their L1 and L2. Since critically oriented classrooms involve discussing social issues, students are expected to deploy “literate talk” to engage in critiquing society and a wide range of texts. Although recent studies have explored teachers’ and students’ engagement with critical materials and critical dialogues, research that explores language development in critical language teaching remains a concern for language teachers. In this paper, I share my experience of fostering language development, specifically the overt teaching of critical vocabulary to students of (Tagalog-based) Filipino language at a university in Hawai’i. Through a discussion of racist stereotypes targeting Filipinos and the impacts of these discourses on students’ lived experiences, the notion of “critical vocabulary” emerges as an important tool for students to articulate the presence of and to dismantle oppressive structures of power, including everyday discourses supporting the status quo. This paper defines critical vocabulary and advances its theoretical and practical contribution to critical language teaching. It also includes students’ perspectives of their language development and ends with pedagogical implications for heritage/world language teachers around the world.

scholarly journals MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

2016 ◽  
Vol 16 (4) ◽  
pp. 595-622
Author(s):  
Vanderlei J. Zacchi
Keyword(s):  
English Language ◽  
Meaning Making ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teaching ◽  
Digital Era ◽  
Mass Migration ◽  
Important Means ◽  
English Language Teachers

Abstract: This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays.

scholarly journals Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Global English ◽  
English Language Teachers

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

scholarly journals An Action Research on EFL Writing Dilemmas: A Case of Saudi Students and Instructors

2019 ◽  
Author(s):  
Miriam Alkubaidi
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
English Language ◽  
Sole Source ◽  
Saudi Students ◽  
Language Writing ◽  
Language Classrooms ◽  
Perceptions And Expectations ◽  
Writing Competence ◽  
Writing Curricula

Learning to write in a second language is a great challenge for students; however, certain factors might minimize these challenges. In general, the Saudi students face difficulty to develop the writing competence in a foreign language because they rely on instructors as a sole source of knowledge. Therefore, the study investigated the English language writing in a university in Saudi Arabia. It implemented an action research design based on three main phases; namely, exploration, intervention, and reflection stage. The main questions asked include how the instructors view the writing style of students within the setting and how they perceived the English language writing curricula among the students. The data drew several conclusions that provided insight into the Saudi Higher Education concerning English as a foreign language (EFL) classes. The first is the spoon-feeding of Saudi learners throughout their educational years; therefore, they find it challenging to gain hold of their learning. Second, writing in English is a challenging task for Saudi students. Third, some of the students memorize writing passages to pass their English course. Fourthly, teaching to write was done by focusing on form, writing mechanics, rather than communicative aspects of writing and genre. This study has contributed towards the understanding of Saudi learners in university language classrooms analyzing their perceptions and expectations.

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