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Edit Comment Close Premium member Presentation Transcript Course description & aim: Course description & aim This course is a continuation of ELT Methodology I. The course emphasizes application of classroom-based research, teacher directed research and action research for the purposes of diagnosing learners’ language related needs and developing remedial teaching activities.Course description & aim: Course description & aim The course will focus on principles of learner monitoring and role of learner assessment in lesson planning. In order to foster ongoing professional development, student teachers will be informed of the national and international professional organizations (e.g.: TESOL and INGED) and practical journals (e.g.: English Teaching Forum, ELTJ, TESLJ, and TESL Reporter) as a resource to their future teaching.Course requirements & assessment : Course requirements & assessment 1. Action Research Project 50% - (DEADLINE: Dec. 27, 2010) One of the requirements of this course is to conduct an action research study. More specifically, what you are expected to do is to form groups of three/four and prepare an action research study and write your research paper. 2. Final 50%Main Course materials : Main Course materials Burns, Ann. (2005). Collaborative Action Research for English Language Teachers. CUP. McKay, Sandra L. (2006). Researching Second Language Classrooms. Lawrence Erlbaum Ascociates. Ur, Penny. (1999). A Course in Language Teaching: Practice of Theory. CUP.Articles: Articles Cabrera, M. P. and Martinez, P. B. (2001). The Effects of Repetition, Comprehension Checks, and Gestures, on Primary School Children in an EFL Situation, ELT Journal, 55/3, 281-288. Halbach, A. (1999). Using Trainee Diaries to Evaluate a Teacher Training Course, ELT Journal, 53/3, 183-190. Kurtoğlu Eken, D. (1999). Through the Eyes of the Learner: Learner Observations of Teaching and Learning, ELT Journal, 53/4, 240-248. Kyriacou, C. and Kunc, R. (2007). Beginning Teachers’ Expectations of Teaching?, Teaching and Teacher Education , 23, 1246-1257. Rajadurai, J. (2001). An Investigation of the Effwctiveness of Teaching Pronunciation to Malaysian TESL students, English Teaching Forum, July, 10-35. Stanulis, R. N., Fallona, C. and Pearson, C. A. (2002). Am I Doing What I am Supposed to be Doing?: Mentoring Novice Teachers Through the Uncertainties and Challenges of Their First Year of Teaching, Mentoring and Tutoring,10, 1, 71-81. Tang, J. (2002). Using L1 in the English Classroom, English Teaching Forum, January, 36-43. Türnüklü, A. and Galton, M. (2001). Students’ Misbehaviours in Turkish and English Primary Classrooms, Educational Studies, 27, 3, 291-305. Yamada, Y. And Moeller, A. J. (2001). Weaving Curricular Standards into the Language Classroom: An Action Research Study, Foreign Language Annals , Jan/Feb, 26-34.COURSE OUTLINE: COURSE OUTLINE WEEK 1 Sep 20-24,2010 Introduction to the course WEEK 2 Sep 27-Oct 1, 2010 Classroom Research McKay, S. L. (2006), Chapter 1- What is Classroom research?- Research Traditions: Qualitative versus Quantitative Research Selected Articles Kyriacou, C. and Kunc, R. (2007) Stanulis, R. N., Fallona, C. Pearson, C. A. (2002) WEEK 3 Oct 4-8, 2010 Research Methods- Research Questions and Designs- Ethical Research Specifying a research questionDeveloping a research DesignCOURSE OUTLINE: COURSE OUTLINE WEEK 4 Oct 11-15, 2010 Researching Teachers and Learners McKay, S. L. (2006) Chapter 2 Defining Action Research Action Research Procedures Definitions and Processes Burns, A. (2005), Chapter 1 Selected Articles Yamada, Y. And Moeller, A. J. (2001) Group WorkCOURSE OUTLINE: COURSE OUTLINE WEEK 5 Oct 18-22, 2010 Why Should Teachers Do Action Research? Burns, A. (2005), Chapter 1 Group Work WEEK 6 Oct 25-28, 2010 Data Collection Instruments- Questionnaires McKay, S. L. (2006), Chapter 2 Tang, J. (2002) Rajadurai, J. (2001) Group WorkCOURSE OUTLINE: COURSE OUTLINE WEEK 7 Nov 1-5, 2010 Data Collection Instruments- Interviews McKay, S. L. (2006), Chapter 2 Türnüklü, A. and Galton, M. (2001) Group Work WEEK 8Nov 8-12, 2010 MID TERMCOURSE OUTLINE: COURSE OUTLINE WEEK 9 Nov 22-26, 2010 Data Collection Instruments- Verbal Reports- Diaries McKay, S. L. (2006), Chapter 2 Halbach, A. (1999) Group Work WEEK 10 Nov 29-Dec 3, 2010 Qualitative Research StudiesMcKay, S. L. (2006), Chapter 2 Case Studies Ethnographic Kurtoğlu Eken, D. (1999) Group WorkCOURSE OUTLINE: COURSE OUTLINE WEEK 11 Dec 6-10, 2010 Selected Articles : Cabrera and Martinez (2001) Group Work WEEK 12 Dec 13-17, 2010 Giving Feedback and Assessment Ur, P. (1998) Correcting oral/written work WEEK 13 Dec 20-24, 2010 And Beyond Ur, P. (1998) Teacher development: practice, reflection, sharin g WEEK 14 Dec 27-2010Jan, 4, 2011 Review Research PresentationCLASSROOM RESEARCH: ? CLASSROOM RESEARCHCLASSROOM RESEARCH: CLASSROOM RESEARCH a whole range of research studies on classroom language learning and teaching a way to understand what goes on in the classroom setting.Esential elements of Research: Esential elements of Research a question/ problem / hypothesis data analysis and interpretation of dataRESEARCH: RESEARCH Basic Research verify theories (the order learners acquire grammatical rules Applied Research deals with human and societal problems in order to find solutions to real-world problems (What is the most effective type of feedback? Why do my students do not participate in class discussions?)Basic X Applied Research: Basic X Applied Research Applied research is more limited in its questions and conclusions It does not attempt to define a theory of language learning that accounts for all language learners but which is valid for a particular time, place, and contextDATA: DATA Secondary Data Primary DataSecondary Data: Secondary Data researchers examine what others have discovered about a particular topic aim is to understand what is already known and and what needs to be discovered not to reinvent the wheel Literature ReviewsPrimary Data: Primary Data researchers gather original data to answer a particular research question first hand data (nobody knows)Benefits of Doing Research for Teachers: Benefits of Doing Research for Teachers ?Benefits of Doing Research for Teachers: Benefits of Doing Research for Teachers to become more effective teachers (new insights and a richer understanding) to better evaluate existing research (critical readers)Reasons why teachers may be hesitant or unable to undertake research: Reasons why teachers may be hesitant or unable to undertake research ?Reasons why teachers may be hesitant or unable to undertake research: Reasons why teachers may be hesitant or unable to undertake research no training to undertake reserach heavy load lack of supportACTION RESEARCH: ACTION RESEARCH a systematic inquiry into the issues and problems that teachers face with the goal of improving pedagogical practices one of the most effective research methods for producing sound L2 teaching practicesGroup work: Group work What would you like to investigate? In what context? Possible obstacles ? What is your purpose ? Do you believe that research is valuable in helping teachers teach more effectively?RESEARCH TRADITIONS: RESEARCH TRADITIONS Quantitative Research Qualitative ResearchQuantitative Research: Quantitative Research begins with a specific research question/hypothesis (deductive) involves large samples of participants statistical analysis technical language applied in a short time the reality is single and could be broken down there is intervention the researcher’s role is to observe and measure the purpose is to generalize resultsChen and Graves (1995): Chen and Graves (1995) Which type of reading preparation was most effective in increasing reading comprehension? 243 non-English majors at a Taiwan University background information about the content a preview of what the text was about both together no preparation Findings were reported with statistical analysis The study was undertaken within a short time span.Qualitative Research : Qualitative Research reality is multiple and it can be studied holistically small group of participants long-term variety of data collection no generalizations no statistics no intervention general conclusions/descriptionsWillett (1995): Willett (1995) 4-year study (L2 socialization) three graduate students and their families (ESL) variety of data collection instruments Classroom observations field notes audio-recordings test results interviews with parents and teachers No statistics- descriptive language (categorization) No generalizations No interventionQuantitative Research-Key Constructs: Quantitative Research-Key Constructs Validity Construct validity: The instruments used measure the construct (aptitude, motivation) External validity: Generalizability Internal Validity: Controlling variables-interventionQuantitative Research-Key Constructs: Quantitative Research-Key Constructs Reliability Internal Reliability: Will someone else come up with the same results? Inter-rater reliability: two researchers Intra-rater reliability: the same researcher in 2 different occasions External Reliability: Whether another researcher will get similar conclusions or not.Qualitative Research-Key Constructs: Qualitative Research-Key Constructs Transferability (external validity) The findings could be applied to other contexts Credibility (internal validity) How carefully the data is gathered, analysed and presented Dependability (reliability) the degree to which results can be trusted or reliable (fit between data and what occurs in natural setting) You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.