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2008 SIE
Demystifying action research
A report on a small-scale action research project
Abdellatif [email protected]
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Outline
Abstract Theoretical background The study Conclusion and recommendations Appendices
Bibliography
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Food for thought
“If you want it done right, you may as well do it yourself.” (Dalton Trumbo, screenwriter)
"Contemplating problems does not lead necessarily to solving them." (Wallace, 1998)
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Abstract
ContextTopicQuestions TechniquesActionsConclusion
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Theoretical Background
History: -1944
-1960s/1970s
-Aristotle
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Rationale
Observe what students really do
Provide feedback on our teaching
Adapt teaching and learningNot rely totally on ‘top-down’
decisionsHelp teachers become change
agents.
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Definitions of Action Research:
1."… research carried out by teachers,
with teachers and for teachers.”
(Webber 1994)
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2. "Action research can be defined as a combination of the terms "action" and "research." Action research puts ideas into practice for the purpose of self-improvement and increasing knowledge about curriculum, teaching and learning. The ultimate result is improvement in what happens in the classroom and school." (Kemmis and McTaggert 1982) (from Onel 1997)
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Main features
it is a "form of structured reflection“
it focuses on problems arising from teaching practice
it is "inquiry-oriented":
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Main features (cont’d)
it is "a reflective cycle“
outcomes are not necessarily "generalizable" to other teaching contexts
it is not a 'top-down' action.
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Main Steps of Action Research
1. Identify an issue 2. Seek knowledge 3. Plan an action 4. Implement the action 5. Observe the action 6. Reflect on your
observation 7. Revise the plan
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Techniques
Field notesTeaching logsDiariesVerbal reportsStructured observationQuestionnaires and interviews . . .
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The study
Reframing the research
question: “Enhancing students' involvement
and enjoyment"
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Techniques
-Field notes
-Questionnaires
-Digital photography
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Methodology
Designed according to basic research action ‘models’
Refer to chart
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Main findings
General information: -number -gender -age
Trying new methods: 90%For re-pair up: 75%Complete word maps on the board:
100%
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Main findings (cont’d)
Stand up to act out dialogues: 90 %
For ‘Run for it’: 65 %
Completing ‘internet assignment’: 50 %
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Conclusion and recommendations
Reflect constantly on own practices
First review literature
Trust own judgement, but also
Use reliable means
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More lessons learnt . . .
Leave room for personal intiative
Involve colleagues AND
Students
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Most important lesson:
"Contemplating problems does not lead necessarily to solving them."
(Wallace, 1988).
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Bibliography
Ahellal, M. 1994. "Classroom Research and the Teacher Researcher". Proceedings of the XIV Mate Annual Conference. Casablanca: Mate Publications.
Brown, J. D. 1988. Understanding research in second language learning: Ateacher's guide to statistics and research design. New York: CambridgeUniversity Press.
O'Brien, R. (2001). An Overview of the Methodological Approach of Action Research. In Roberto Richardson (Ed.), Theory and Practice of Action Research. João Pessoa, Brazil: Universidade Federal da Paraíba. (English version) Available at: http://www.web.ca/~robrien/papers/arfinal.html
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Onel, Z. 1997. Teacher Initiated Research: Action Research. Forum, Vol 35 No 1. Onel, Z. 1997. Teacher Initiated Research: Action Research. Forum, Vol 35 No 1.
Verster, C., 2003. Action Research, available at http://www.teachingenglish.org.uk/think/methodology/action_research.shtml
Wallace, M. J. 1998. Action research for language teachers. New York: Cambridge University Press.
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Webber, R. 1994. "Classroom-oriented research: teacher knows best." Proceedings of the XIV Mate Annual Conference. Casablanca: Mate Publications.
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Thank you for your attention!
