Module Foreign Language Teaching Methodology

Unit 1. Major Trends in FL Teaching

Lesson 3. Classroom-based research

Synopsis
This lesson familiarises module participants with the core of the classroom-based
research, and such formats of it as action research, exploratory practice and reflective practice.
Special attention is paid to research ethics, and also to qualitative and quantitative research
methods.

Lesson aims
- to familiarise participants with the main features of classroom research;
- to teach participants to identify formats of classroom-based research;
- to reflect on applying research methods in participants’ own teaching practice;
- to get them ready to use different research methods in their own teaching practice.

Key references
1. Blanco-Iglesias, S. and Broner, M. (2010). Methodological and Ethical Issues in Classroom-
Based Research. – Minneapolis: University of Minnesota, 16 pp.
2. Burns, A. (1999). Collaborative Research for English Language Teachers. – Cambridge:
Cambridge University Press, 259 pp.
3. Kostoulas, A. and Lammerer, A. (2015). Classroom-based research. – Graz: University of
Graz, 12 pp. https://achilleaskostoulas.files.wordpress.com/2015/12/classroom-based-research.pdf

Content of the lesson

Spark
3.1. Watch the video “What Classroom Research is and isn’t!”.
http://www.youtube.com/watch?v=H5ytp5AcPRs
While watching, look for the answers to the following questions:

(1) What can’t be called a classroom research?

(2) What do teachers do while pursuing a classroom research?
(3) What research questions are given as examples in this video?
(4) How do teachers share their work?
(5) Do the teachers who do this research like it or look at it as a drudgery?

Discuss the answers to the questions with your partner. Give the feedback to the class.

Input
3.2.
A. Learn more about classroom-based research
https://achilleaskostoulas.files.wordpress.com/2015/12/classroom-based-research.pdf
Read pp. 1-7 and say:

(1) How is classroom-based research characterised?

(2) What are the benefits of doing classroom-based research?
(3) Is originality or pedagogical utility a more important criterion for classroom-based
research?
(4) What are the main steps of classroom-based research?

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 B (additional). Learn more about key concepts of classroom research
http://eltj.oxfordjournals.org/content/51/2/192.full.pdf+html
Note down (a) the definitions classroom research is given, (b) the benefits it is allotted, (c)
the ELT areas that can be investigated via classroom-based research, (d) the methods that can be
used in classroom-based research.

Key concepts in ELT Classroom research

The idea of teacher-led research developed in secondary education in the late 1960s and
early 1970s. The term ‘action research’ was adopted to describe a small-scale investigation
undertaken by a class teacher. Kemmis (1983) describes it as a form of self-reflective enquiry
undertaken by participants in social (including educational) situations in order to improve the
rationality and justice of their own social and educational practices, their understanding of those
practices, and the situations in which the practices are carried out.
Action research is envisaged as conferring two important benefits. Firstly, it encourages
teachers to reflect on their practice, and therefore leads to potential change. It plays an important
part in reflective teaching, where personal and professional development occur when teachers
review their experience in a systematic way (see Wallace 1991: 49 for a model). Secondly, it is
said to empower teachers, releasing them from dependence upon precepts handed down by
trainers and inspectors. By testing for themselves the methods and materials they use in the
classroom, they can establish which are the most effective for them.
The term ‘action research’ has often been used imprecisely, and would-be teacher-
researchers have been deterred by suggestions that it has to follow a rigidly defined cycle (plan-
act-observe-reflect). Many commentators now prefer to speak of ‘classroom research’ or ‘teacher-
led research’.
Classroom research in ELT is not a hobby: it is a professional imperative. Only by
undertaking discovery projects can we extend our knowledge of the impact of our teaching, and
the process of learning which our students experience. Classroom research also enables us to
evaluate techniques which are taken for granted but have never been put to the test. It may thus be
general in aim, adding to our knowledge of language teaching and learning (in which case, it will
be necessary to replicate any findings with a number of different classes); or it may be extremely
specific: teachers investigating their own teaching, specific classes, or individuals.
There are many areas in language teaching which need investigation. They include teacher
talk; vocabulary load; processing in L2 reading and writing; learner factors; inductive versus
deductive methods of grammar presentation; communication strategies; visual versus auditory
memory; attention span; error correction; and group dynamics. Equally various are the methods
available. Even a progress test is a simple form of research which can be used not simply to check
learning but also to monitor the interlanguage of class members, and to undertake error analysis.
Other possible methods include: fieldnotes, in which the teacher keeps a reflective log after each
lesson; controlled experiments, where one class is subjected to a change of technique or materials,
and then compared to a control group which has not had the treatment; case studies, in which one
follows the progress of a targeted student or students; learner diaries; surveys, questionnaires,
and/or interviews; introspection, where a learner describes the experience of undertaking a task in
L2; observation, where peers are observed in a targeted way; and recording lessons, in order to
monitor learners’ problems.

3.3. There are different ways to approach research in the classroom, and Action Research
is one of them. Action Research is also a way for you <a language teacher> to continue to grow
and learn by making use of your own experiences (F. Rust and C. Clark).
Below are some brief descriptions of language teachers’ practices of doing Action
Research in their classroom. Read one of the descriptions in detail and be ready to comment on
the research topic, the research question, and the findings. Give the feedback to the class.

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 Can you agree that Action Research has been applied to the language classroom
worldwide?

(1) http://eltj.oxfordjournals.org/content/64/1/21.abstract?sid=f70f8436-fd0f-4cd6-8ccd-
743c3a70dc2d (UK 2009)

Help seeking in English language learning

Barbara Skinner and Mary Catherine Madden
An examination of literature on the issue of help seeking (HS) has revealed a common
theme: students will not always ask for help, even when they are aware that help is needed. The
purpose of this action research study was to examine HS and help avoidance in the context of
setting tasks in two types of English language-learning environment: a formal classroom situation
and an informal community group. This action research study aimed firstly to explore whether
and how instances of HS to understand tasks set could be increased, and secondly to examine the
effects the two very different language-learning environments had on students’ HS. It was found
that changes in HS behaviour were small and that regardless of interventions to support HS,
learners will only seek help when the environment in which they are learning is relaxed and
informal.

(2) http://eltj.oxfordjournals.org/content/68/1/52.abstract?sid=f70f8436-fd0f-4cd6-8ccd-
743c3a70dc2d (Vietnam 2013)

Helping Vietnamese university learners to become more autonomous

Gareth Humphreys and Mark Wyatt
Autonomy is an important educational goal in international universities in countries with
Confucian heritage cultures, such as Vietnam. However, approaches taken to support autonomy
can sometimes be limited by over-generalisations about culture, dependence on pre-packaged
materials, and a focus on technical practice. This can result in the slow development of learner
autonomy. We report on an attempt to stimulate autonomous practices among EAP learners in
Vietnam. This collaborative action research first focused on discovering how learners perceived
and experienced autonomy, with data collected through questionnaire and focus groups. Data
were analysed and discussed with teachers, autonomy levels identified, and strong autonomy-
supporting strategies selected for use. Priorities included developing goal setting and self-
reflection. An independent learning journal that included focused autonomy-supporting tasks was
developed, trialled, and evaluated. Although this was a small-scale intervention, it provided
evidence that socially mediated support for autonomy can help Vietnamese university learners
take greater control over their own learning.

(3) http://eltj.oxfordjournals.org/content/69/1/11.abstract?sid=27fa840b-5de1-4bae-9947-
b657ee78e587 (Japan 2014)

Getting EFL students to speak: an action research approach

Gerald Talandis Jr and Michael Stout
This article exemplifies an action research-based approach for addressing conversation
skills in an EFL setting. In many EFL contexts, especially those where English is a required
subject, getting students to speak can be a challenge. In 2011, at a private Japanese university, a
year-long action research project was conducted to help 160 first-year students taking mandatory
English classes speak more fluently. The intervention was a new syllabus featuring personalized
topics, more L1 support, direct instruction of pragmatic strategies, and frequent assessment of
spoken English. Questionnaires, class notes, and recorded data from three iterative cycles of
research were collected and analysed to evaluate the intervention from student and teacher

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perspectives. Results indicate that by the end of the year, student conversations appeared more
fluent and accurate. Implications applicable to teachers working in other contexts are discussed.

(4) http://eltj.oxfordjournals.org/content/58/4/336.abstract?sid=27fa840b-5de1-4bae-9947-
b657ee78e587 (New Zealand 2004)

The assessment of second language teaching

Craig Thaine
This paper reports on an action-research project that focuses on the assessment of second
language teacher education. It was carried out in the context of the Cambridge Certificate in
English Language Teaching to Adults (CELTA) and centres on how assessment criteria for this
qualification are interpreted and operationalized by teacher educators working in New Zealand.
The report also examines the construct validity of the criteria by matching them against a
syllabus-based representation of teaching ability. It shows how some criteria are either over-
generalized or overlap with other criteria, which results in problems of reliability. The paper
concludes by suggesting ways in which these criteria could be adapted or amended. Issues arising
from the discussion are relevant to English language teacher educators, in particular, and second
language teacher educators in a broader context.

(5) http://eltj.oxfordjournals.org/content/46/2/160.abstract?sid=27fa840b-5de1-4bae-9947-
b657ee78e587 (UK 1992)

Self-study grammar practice: learners’ views and preferences

Alan Fortune
This is a report of a piece of action research which sought students' views on different
types of self-study grammar practice exercises. Firstly, a set of defining characteristics of
grammar exercises were identified and a battery containing a range of such exercises compiled.
The exercises exhibited different clusters of characteristics, and were of both a deductive and
inductive nature. Learners attempted the battery and then evaluated the different exercises. Their
views were elicited by questionnaire and group interview. The experience of doing the exercises
caused a significant number of learners to change their opinions about inductive and deductive
practice. The investigation also tried to discover which exercise characteristics the learners found
motivating and demotivating, thus providing potentially useful information for teachers and
materials writers. Possibly fruitful areas for further investigation were identified.

3.4.
A. Watch the video “Action Research in the Classroom”
https://www.youtube.com/watch?v=MDVH0u4tUWo
Pay attention to the main characteristics given to Action Research and fill in the gaps in
the table while watching:

Action involves … applying … methods to realive … they may be

Research experiencing in …
Action is an ever-evolving process of …, …, …, …, and … known as its five
Research C’s
Action begins with hopes, … and …;
Research provides methodology for teachers to become …;
facilitates …
Action is a … process which … between … and …
Research Its methodology should be kept …
Its assessment tools should be … to the teachers
The task should be … and … to implement

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 The research plan should be … to …
Five steps 1) …
of Action 2) …
Research 3) …
4) …
5) …

Include the five steps of Action Research in a graph and make a drawing of an Action
Research spiral (cycle). Compare it with the one given on p. 8 of Classroom-based research
https://achilleaskostoulas.files.wordpress.com/2015/12/classroom-based-research.pdf,
and comment the differences you see.

B. Study the information in “How to do Action Research in your classroom?” by Frances

Rust and Christopher Clark
https://www.naeyc.org/files/naeyc/Action_Research_Booklet.pdf
and also “Basic Techniques for Classroom-Based Research (An Introduction for Students
taking the MA in English Language Teaching)”
https://www.google.ru/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjCvr3v27TOAhXGFZoKHZOzAZ
UQFggbMAA&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fseas3.elte.hu%2Fcoursematerial%2FRyanChristopher
%2FOBSMETH5.doc&usg=AFQjCNEjvNdFEjhtQj8FOdEJhrNKToLQEQ&sig2=6ob5_poWups
B_tCNkHhtSQ&bvm=bv.129389765,d.bGs

Split into groups of two (three) and prepare mini-presentations to highlight each of the
main points about Action Research:
- its main features;
- its procedure;
- tools for collecting data;
- analysing the data;
- sharing the results.

C. Read one of Anne Burns’ articles on Action Research. Pay attention to the examples of
the topics for investigation the author gives.
(1) Comment on how these topics might relate to your teaching practice.
(2) Say what other topics for Action Research in your class you can think of.
Discuss with your partner and give the feedback to the class.
http://ihjournal.com/doing-action-research-%E2%80%93-what%E2%80%99s-in-it-for-
teachers-and-institutions-by-anne-burns

Doing action research – what’s in it for teachers and institutions?

by Anne Burns
Over the last 20 years discussions of practitioner action research (AR) have become more
and more common in the English language teaching (ELT) literature (e.g. Nunan, 1989, Wallace,
1998, Edge, 2001; Burns, 1999, 2009, 2010a). AR has also been increasing in teacher training and
tertiary education programs across the world, and in some countries it is recommended as part of
educational policy developments for teacher professional development (see Burns, 2010b for a
review of recent books that have emerged from training and policy initiatives). So why has action
research become more prevalent? What can it offer teachers as individuals wishing to enhance
their professional knowledge and practice, and institutions interested in sustaining the quality of
their programs?
In this article I will clarify briefly some of the main concepts and processes in AR and
provide an example of the AR experiences of teachers working within the same, or similar

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institutional settings.  My argument is that these experiences not only benefitted the individuals
concerned in various ways but also provided insights that could be used institutionally within
their organizations.
What is action research?
Action research can seem to be a strange term with its combination of two different kinds
of processes. In their volume on research methods, Cohen and Manion (1994, p. 186) comment
that the two words seem joined together “as uneasy bedfellows”.  However, the term does suggest
what makes AR essentially different from other forms of research. Action lies at the heart of the
process, as it is the strategies, behavioural changes and reflections that are put in place to explore
or investigate a social situation that forms the basis for the research.
The process usually begins by participants in that situation (usually teachers in the case of
ELT) perceiving a critical gap or dilemma between current practice and their more ideal view of
practice. The gap or dilemma may relate to something they have been puzzled, uncertain or
dissatisfied with for a while, a ‘burning question’ or issue they have always wanted to experiment
with, a change they would like to see happening in themselves or their learners, or a desire to
make a difference in the way things are generally organised in their classrooms or schools. Two
examples from teachers I have worked with were:
I want to introduce more group work in my class. What kinds of groupings work best:
male/female; mixed gender; same ability level; mixed ability level; selected by the teacher;
selected by students?
What is the most effective way to teach pronunciation: integrated in communicative
spoken activities: integrated in communicative listening activities; through specific pronunciation
drills and exercises?
Once the general focus for the research has been identified, the process that an action
researcher is then involved in is a cycle or spiral of different phases. To follow an AR model
developed by Kemmis and McTaggart (1988), these phases involve a dynamic process of
planning, action, observation, and reflection. The planning stage is about refining your focus and
working out how you could enhance or extend what is currently happening in the classroom, or
address the questions you have.  The action is about putting your plans in place and seeing what
happens. Observation means collecting information (data) on what happens when you introduce
new ways of working. The last stage, reflection, involves making sense of the processes you have
used and gaining greater understanding of what kinds of classroom practices and interactions
could lead to promoting better learning or teaching.
Although these processes sound as though they occur in a fixed sequence, in reality they
interact dynamically with each other as the researcher’s insights deepen.  Researchers may also
go through several cycles before they are satisfied that they have reached interesting or satisfying
conclusions about the issues they wanted to explore. When researchers start doing AR it may not
be altogether clear where these processes will lead and it may take some time to find the real
focus of the exploration. As Jane Hamilton, a teacher I worked with in Australia, commented:
My experience of action research is that it is difficult to grasp or explain the concept until
one is in the process of doing it. It is in the doing that it starts to make sense and become clear.
Although conducting research in addition to teaching is time-consuming, AR is said to
have a numerous outcomes and benefits for practitioners. Wadsworth (1998, p. 4), for example,
suggests that AR helps us to become:
 more conscious of ‘problematising’ an existing action or practice and more
conscious of who is problematising it and why we are problematisting it;
 more explicit about ‘naming’ the problem, and more self-conscious about raising
an unanswered question and focusing an effort to answer it;
 more planned  and deliberate about commencing a process of inquiry and
involving others who could or should be involved in that inquiry;
 more systematic and rigorous in our efforts to get answers;

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  more carefully documenting and recording action and what people think about it
and in more detail and in ways which are accessible to other relevant parties;
 more intensive and comprehensive in our study, waiting much longer before we
‘jump’ to a conclusion;
 more self-sceptical in checking our hunches;
 attempting to develop deeper understanding and more useful and more
powerful theory about the matters we are researching in order to produce new knowledge which
can inform improved action or practice; and
 changing our actions as part of the research process, and then further researching
these changed actions.
 Ways of doing AR
 In the literature on AR, of which there is now a growing quantity, it is possible to identify
different ways that teachers in the field of English language teaching have been involved in AR
(see Burns, 2009). One approach is for individual teachers to undertake their own projects either
through assignments for credited programs or for their own professional development (see for
example, the accounts in Edge, 2001). Another way is for teachers to become involved in
research that supports or contributes to practitioner research development in an institution or
organization (see for example Tinker Sachs, 2002).
My own preference and experience is with this last kind of approach. Teachers can benefit
more, in my view, from collaboration and dialogue with others and can contribute to areas or
issues that might be important for the institution as well as for the individual teachers within it.
This kind of approach potentially helps practitioners to increase their skills in research at the same
time as their knowledge and understanding of institutional curriculum change. It also helps
to strengthen the quality of the pedagogical work that goes on in the institution.
An example of an institutional approach
One recent example of an institutional, or organisational approach I was involved in is an
AR project conducted by English Australia (EA), the professional body for institutions providing
English Language Intensive Courses for Overseas Students (ELICOS).  EA decided to use action
research as professional development that would initiate an increased climate for research in the
organization and for its practitioners. It was interested in practice-oriented research that could be
conducted in areas that were priorities for the professional field, for example, integration of
technology into teaching and learning, innovative ways of teaching language skills, approaches to
assessment linked to teaching.
Calls for expressions of interest to be involved in an AR project were publicised
nationally. Six teachers from four different states in Australia were eventually involved in the
project, which continued for six months during 2010. The topics they chose to investigate ranged
across a variety of different areas and questions:
1. Using electronic dictionaries to develop content-specific language skills for
students enrolled in design courses.
2. Introducing beginner students to extensive reading.
3. Increasing progress and motivation in high level learners.
4. Using extensive listening to increase listening and speaking skills with
intermediate learners.
5. Increasing high level learners’ vocabulary development and motivation through
extensive reading.
6. Exploring learning obligation and motivation of learners in IELTS classes.
These topics were selected, refined and developed through a series of three workshops that
was held over the six months. Together with the six teachers, I participated as an AR facilitator,
accompanied by the Professional Development Officer from EA. Over the course of the three
workshops we merged into a collaborative group with different but complementary skills and
knowledge.

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 At the first workshop, held in May, the teachers discussed their interests and the methods
they might use to explore the questions they were interested in. By the end of the first workshop
they were ready to go back to their teaching centres to try out the various teaching strategies they
wanted to explore and to document them as they proceeded. The second workshop in July
involved an extensive amount of discussion on what the teachers had experienced so far and the
various teaching and research issues that were arising for them. Numerous insights and
suggestions were shared during the discussion both relating to their own research and to their
colleagues’. As a result of these discussions, all the teachers decided to introduce new strategies,
or to adjust their research directions, or to focus more on one area that was becoming important in
their classrooms.  The period between the second and third workshops was one where they
consolidated the research, and brought it to a conclusion. They also began to write up accounts of
what they had undertaken, their procedures, methods, findings and insights. Between each of the
three workshops there were also opportunities for group discussion and participation by email as
the teachers thought of issues they wanted to raise, problems to discuss or contacts they wanted to
make.
The third workshop took place immediately before the annual English Australia
Conference in September. As a group, we brought each other up to date in what was happening in
the project as a whole, how each individual project had concluded and the main reflections we
wished to share. This workshop was also a preparation for the presentations that each of the
teachers were to make at the EA Conference. They had been invited to a colloquium on the
project where they would share their experiences of AR and their findings and insights with other
teachers and administrators within the ELICOS field.  For some of the teachers this was the first
time they had attended a conference, let alone presented at a conference, so the positive feedback
on their presentations and the interest expressed by other teachers about participating in future
projects was particularly gratifying for them. As a further step in sharing their research
experiences, an overview of the project and the teachers accounts are to be published in early
2011 in Cambridge ESOL’s Research Notes, so that other practitioners can read about their
research.
Conclusion
I would argue that AR undertaken in institutional or organizational contexts is particularly
important as a way of understanding and disseminating what teachers can demonstrate about good
practice. In this sense, it enhances the quality assurance processes of organizations and enables
research to be integrated more profoundly than is usual into institutional curriculum development.
As Roberts (1998, p. 288) commented on earlier work (undertaken by Burns and Hood, 1995),
…it shows the need for teachers’ curriculum inquiry to be a genuine part of their work,
and for their insights to be seen to contribute to larger-scale change. It would seem to be highly
consistent with our preferred framework for [language teacher education]…in that it highlights
the exchange between individual development and its social context: positive relationships and
opportunities for critical dialogue; and a consistent link between a person’s work and the
landscape in which it takes place.
The example provided in this brief article shows how teachers committed to doing
practitioner research received support and collaboration from their teaching peers, a professional
developer and an action research facilitator. This approach had the advantage of sharing expertise
and knowledge from different perspectives, the theoretical/conceptual, organizational, and
practical.  In this way it was possible to orient the research and its outcomes towards the needs of
the organization, the interests of the ELICOS field, and the teaching skills and experience of the
teachers.

3.5.
A. Read about one more essentials issue of Action Research – its ethics
http://www.teacherresearch.ca/blog/article/2015/05/30/264-an-introductionreview-of-
action-research-and-its-ethical-practices

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 (1) Comment on the main principles of research ethics. Summarise your vision of research
ethics.
(2) Consider the questions given at the end and illustrate your answers with examples
from your teaching practice.

B. Study two scenarios of ethical dilemmas. Say what you think the researchers did in the
situations described and give your reasons.
Then go to http://www.bath.ac.uk/research/pdf/ethics/ethical-dilemmas.pdf to see what
really happened.

(1) Destroying data

A study involved video observation of group dynamics during student discussions over the
course of tutorials in one academic year. All students who participated in the discussions had
signed consent forms, agreeing to be videoed. Subsequently, one student dropped out of the
course and decided that he also wanted to withdraw from the study. He asked for his data to be
destroyed. The researcher was very reluctant to do this, as destroying the video recordings would
mean that she lost data on all the other students who had been involved in those discussions.

(2) All in the Interpretation

Kate is a graduate student in Professor Bigwig’s lab. She started a project examining the
effects of certain video games in children during her first year of graduate school. Kate has
collected all of the data for her project, and she has been carefully examining the trends. Looking
back, she might have changed some of her data-collection methods if she could do it over again;
but she knows that is the nature of research, and that lessons learned in one project generate new
questions to ask in the future. She is excited to see a clear trend in her data that indicates a
positive effect of educational video games, but the effect washes out after about a year or two,
and she is unsure how to interpret it. She creates a rough draft of a paper that carefully outlines all
of her analyses and gives it to Dr. Bigwig for review. Later in his office, Dr. Bigwig explains that
the “Results and Conclusions” section of her paper is very weak. He says that she does not make
a strong case for the importance of her research. She feels she must choose a black or white
stance in her interpretation of the effects of gaming in order to create a strong paper. She also
knows that if she emphasises the positive effects of the games, she could easily write another
grant to the video game manufacturer to study the later wash-out period with a high probability of
funding.

3.6.
A. Look into the difference between qualitative and quantitative types of research. Study
the general information on the issue
http://chronicle.umbmentoring.org/on-methods-whats-the-difference-between-qualitative-
and-quantitative-approaches/
Make two columns to note down the main characteristics of these types of research.

On Methods: What’s the difference between qualitative and quantitative

approaches?
Adar Ben-Eliyahu, Ph.D.
In the world of research, there are two general approaches to gathering and reporting
information: qualitative and quantitative approaches. The qualitative approach to research is
focused on understanding a phenomenon from a closer perspective. The quantitative approach
tends to approximate phenomena from a larger number of individuals using survey methods. In
this research corner, I describe methods that are generally used in each strand of research. Each

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approach has its benefits and detriments, and is more suitable to answering certain kinds of
questions.
Qualitative Approach
The qualitative approach to gathering information focuses on describing a phenomenon in
a deep comprehensive manner. This is generally done in interviews, open-ended questions, or
focus groups. In most cases, a small number of participants participate in this type of research,
because to carry out such a research endeavor requires many resources and much time. Interviews
can vary from being highly structured and guided by open-ended questions, or be less structured
and take the form of a conversational interview. Because of the investment in this type of research
and the relatively few number of participants, findings from qualitative research cannot be
generalised to the whole population. However, such research serves as a spring board for larger
studies and deeper understanding that can inform theory, practice, and specific situations. <…>
Benefits of the qualitative approach:
Using open-ended questions and interviews allows researchers and practitioners to
understand how individuals are doing, what their experiences are, and recognise important
antecedents and outcomes of interest that might not surface when surveyed with pre-determined
questions. Although qualitative research can be thought of as anecdotal, when pooled across a
number of participants it provides a conceptual understanding and evidence that certain
phenomena are occurring with particular groups or individuals.
 Allows identification of new and untouched phenomena
 Can provide a deeper understanding of mechanisms
 Gives a one-on-one and anecdotal information
 Provides verbal information that may sometimes be converted to numerical form
 May reveal information that would not be identified through pre-determined
survey questions
Limitations:
 Cannot generalise to the general population
 Challenges in applying statistical methods
 Difficulty in assessing relations between characteristics
Quantitative Approach
The quantitative approach to gathering information focuses on describing a phenomenon
across a larger number of participants thereby providing the possibility of summarising
characteristics across groups or relationships. This approach surveys a large number of
individuals and applies statistical techniques to recognise overall patterns in the relations of
processes. Importantly, the use of surveys can be done across groups. For example, the same
survey can be used with a group of mentors that is receiving training (often called the intervention
or experimental groups) and a group of mentors who does not receive such a training (a control
group). It is then possible to compare these two groups on outcomes of interest, and determine
what influence the training had. It is also relatively easy to survey people a number of times,
thereby allowing the conclusion that certain features (like matching) influence specific outcomes
(well-being or achievement later in life). <…>
Benefits of the quantitative approach:
Using survey methods across a large group of individuals enables generalisation. For
example, if policy makers wanted to instantiate a policy about mentor training, they would likely
require some evidence that this training actually works. Interviewing a few individuals, or
conducting a focus group with forty matches, might be reflective of specific cases in which the
mentoring training worked, however, it would not provide strong evidence that such training is
beneficial overall. Stronger support for successful training would be evident if using quantitative
methods.
 Enables gathering information from a relatively large number of participants
 Can conduct in a number of groups, allowing for comparison
 Allows generalising to broader population

10
  Provides numerical or rating information
 Informative for instantiating policy or guidelines
 Lends to statistical techniques that allow determining relations between variables
Limitations:
 Difficulty in recognising new and untouched phenomena
 Caution in interpretation without a control group
In summary, the qualitative and quantitative approaches to research allow a different
perspective of situations or phenomena. These two main approaches to research are highly
informative, especially if used in combination. Each approach has its benefits and detriments, and
being aware of the methods used to gather information can help practitioners and policy-makers
understand the extent to which research findings can be applied.

B. Watch two videos on (1) qualitative research methods

https://www.youtube.com/watch?v=IsAUNs-IoSQ
and (2) quantitative research methods
https://www.youtube.com/watch?v=cwU8as9ZNlA
Add the necessary information to your notes.
Think of one or two examples from your teaching practice when either qualitative or
quantitative research methods can be applied to study a problem:
(1) What sort of problem can it be?
(2) What methods do you think of?
(3) Can the combination of qualitative and quantitative methods be used? Why (not)?

3.7. There are many formats of classroom-based research. Now concentrate on

Exploratory Practice.

What is Exploratory Practice (EP)?

Exploratory practice (Allwright, 2003; Allwright and Hanks, 2009) is an ethical way of
doing research that is ‘indefinitely sustainable’ which promotes the idea of ‘ongoing’ rather than
experimental classroom research. For example, data is collected with minimal or no disruption to
normal classroom teaching and learning, and most importantly the aim of EP is to turn issues and
problems into ‘puzzles’ because, firstly, not all puzzles are problematic and, secondly, not all
teachers are comfortable to admit that there is a ‘problem’. Thirdly, puzzles may emerge from the
following: a teacher’s long term concerns, learner questions, or a direct prompt, for example, at
an EP workshop/forum (Allwright and Hanks, 2009).
From: Exploratory Practice: Investigating My Own Classroom Pedagogy Yasmin Dar
(University of Leicester)
http://resig.weebly.com/uploads/8/1/4/0/8140071/practitioner_research.pdf

Introduction
The idea of carrying out research that would be directly meaningful to me and my learners
really appealed to me when I had to choose from a range of approaches to carry out a research
project for my MA dissertation (2009). Luckily for me, my supervisor Simon Gieve introduced
me to the EP (Exploratory Practice) way of doing research which I found useful, particularly
because it is a holistic way of investigating my classroom pedagogy. The aim of this article is to
share with you how I applied the principles of EP and hopefully inspire other language teachers to
either try it out for themselves or find out more about Exploratory Practice (Allwright, 2003;
Hanks and Allwright, 2009).
What is Exploratory Practice (EP)?
Exploratory practice (Allwright, 2003; Allwright and Hanks, 2009) is an ethical way of
doing research that is ‘indefinitely sustainable’ which promotes the idea of ‘ongoing’ rather than
experimental classroom research. For example, data is collected with minimal or no disruption to

11
normal classroom teaching and learning, and most importantly the aim of EP is to turn issues and
problems into ‘puzzles’ because, firstly, not all puzzles are problematic and, secondly, not all
teachers are comfortable to admit that there is a ‘problem’. Thirdly, puzzles may emerge from the
following: a teacher’s long term concerns, learner questions, or a direct prompt, for example, at
an EP workshop/forum (Allwright and Hanks, 2009).
Exploratory Practice appeals to me because my personal priority is to use a research
framework that allows me the opportunity to explore ‘why’ my classroom teaching and learning
may not be working so well at times, in order to first increase my ‘understanding’ of the situation
before thinking about what I should do next in terms of, whether I acknowledge that there is a
problem that needs some practical solutions or if I decide to accept that the issue I have
investigated will remain a classroom reality (Gieve and Miller, 2006:20-21) that is specific to me
and my learners, instead of assuming from the start that me or my students are experiencing a
problem that needs to be solved. Interestingly, EP also appeals to me because it also encourages
investigation into why things are working well in a language classroom (Allwright, 2003:117;
Allwright and Hanks, 2009:176- 177). The six principles of EP can be divided into three areas:
(Allwright, 2011) ‘What’ 1. Focus on quality of life as the main issue. 2. Work to understand it
before thinking about solving a problem. ‘Who’ 3. Involve everybody as practitioners developing
their own understandings 4. Work to bring people together in a common enterprise. 5. Work
cooperatively for mutual development. ‘How’ 6. Make it a sustainable enterprise. PLUS two
practical suggestions to keep going indefinitely: a) Minimise the effort involved. b) Integrate the
work for understanding into normal pedagogic practice. My puzzle: ‘why don’t my students take
responsibility for their learning outside class?’ (Principle 1). I looked forward to applying the EP
principles to explore an issue that had been puzzling me ever since I had started teaching
international students on pre-sessional EAP courses in a university context between 2009/10.
Context
I decided to investigate my puzzle with a group of twelve international students that I had
been teaching since January (2011) on a 10 week EAP pre-sessional course. They were aged
between 18-30 (9 females and 3 males) from Saudi Arabia, China and Kurdistan, who needed to
pass a total of four blocks of pre-sessional courses in order to enrol onto their MA programmes.
They held BA degrees from their home countries and had a current English language level
equivalent to IELTS 4.5/5.
Data collection using regular classroom activities (Principle 3 and 6)
My students seemed enthusiastic and eager in class which I thought I could use to
maximise their learning outside class time by carefully picking out extra learning opportunities
such as setting homework tasks where they had to do some research on classroom topics to write
paragraphs. From the start of the course, they all seemed to look forward to receiving homework,
but only a few actually completed it, and I needed to identify the underlying reasons before I
made a decision about my next step (Allwright and Hanks, 2009). As part of my ‘normal’
classroom pedagogy (Allwright, 2003:121), I carefully selected homework tasks so that the
students could revisit and practice the target language that had been covered in each class. For
instance, in the last 5 minutes of each class, I would explain instructions for their homework, for
example, to follow a link for a website to practice a grammar point covered in class, and/or carry
out specific research on a topic covered in class and write a paragraph which they must email to
me so that I could check it and provide individual feedback. I would also email the group with
these instructions. To collect the data, at the start of each class I exploited my group’s pair-work
and group-work discussion activities (Allwright and Hanks, 2009:155-157) by including the
following topic: “Ask your partner if they have completed their homework. If the answer is no,
ask why?”. My role was to note down the students’ answers not only for data purposes but also
for peer/tutor feedback on key pronunciation and grammar errors during the activity. During class
feedback I would summarise the main reasons students had given for not completing their
‘homework’, and then ask the following question for whole class discussion, “Can you think of
any ideas of how to solve these problems?” which generated key suggestions that I myself could

12
have suggested but instead the students had to work hard to make their meaning clear by self,
peer and tutor correction (Principles: 3, 4 and 5). The common answers (Allwright 2006, in Gieve
and Miller, 2006:13) suggested that some students did not have enough time due to domestic
commitments such as buying ingredients to cook fresh meals every night. However, I was
surprised to discover that most students were not as computer literate as I had expected, as their
feedback suggested that they needed to be shown step by step how to use the virtual learning
environment (VLE) platform that is specifically used by the university.
Implications for me and my learners (Principles 2 and 5)
The data supplied me with findings that were available immediately and were relevant to
my context (Allwright and Hanks, 2009:198). For example,
- some practical changes were needed in my teaching practice. For instance, I
decided to offer IT support by providing photo shots with step by step instructions on how to
access specific resources, as well as using the classroom computer and whiteboard to carry out a
demonstration.
- Some students seemed to show resistance to engage in extra learning activities
outside class time. I decided to accept their resistance, but continued to gently encourage them to
complete their homework.
Conclusion
I initially used the principles of EP to carry out a research project for my dissertation, but I
found the whole experience personally more rewarding than researching my classroom with a
problem/solution focus (Kemmis & McTaggart, 1988, cited in Allwright and Hanks, 2009:144),
so much so that I chose to continue using the principles of Exploratory Practice to regularly
research my classroom practice after I had finished my MA. This case study has hopefully
demonstrated that the nature of EP encourages data to be collected with minimum time and effort,
which for me means less chance of reaching burnout whilst researching my classroom pedagogy,
and I have also tried to show the benefit of doing research where the results from my data are
immediate and relevant to my specific context (Allwright, 2003:118; Allwright, 2006:15). If you
are inspired or have critical comments about Exploratory Practice then perhaps you might like to
ask a question or start a debate on the EP Yahoo discussion forum:
http://groups.yahoo.com/group/exploratorypractice/. I have set up this forum in order to continue
an informal dialogue between teachers for giving and receiving ongoing mutual support, for
example, by helping each other to turn a potential classroom teaching/learning issue into a puzzle,
or for sharing EP stories.

Read the article to the end.

Then watch the video “An Interview with Judith Hanks”
http://www.livesofteachers.com/2013/07/05/an-interview-with-judith-hanks/

Get ready to comment on the following issues about Exploratory Practice:

- its main features;
- its procedure;
- its ethics;
- the specifics of its methodology;
- the puzzles given by the interviewee and how they might relate to your teaching practice.

3.8. Now concentrate on Reflective Practice.

Read (1) some general information “What is Reflective Practice?”
http://www.skillsyouneed.com/ps/reflective-practice.html

13
 Reflective practice is, in its simplest form, thinking about or reflecting on what you do. It
is closely linked to the concept of learning from experience, in that you think about what you did,
and what happened, and decide from that what you would do differently next time.
Thinking about what has happened is part of being human. However, the difference
between casual ‘thinking’ and ‘reflective practice’ is that reflective practice requires a conscious
effort to think about events, and develop insights into them. Once you get into the habit of using
reflective practice, you will probably find it useful both at work and at home.
Reflective Practice as a Skill
Various academics have touched on reflective practice and experiential learning to a
greater or lesser extent over the years, including Chris Argyris (the person who coined the term
‘double-loop learning’ to explain the idea that reflection allows you to step outside the ‘single
loop’ of ‘Experience, Reflect, Conceptualise, Apply’ into a second loop to recognise a new
paradigm and reframe your ideas in order to change what you do).
They all seem to agree that reflective practice is a skill which can be learned and honed,
which is good news for most of us.
Academics also tend to agree that reflective practice bridges the gap between the ‘high
ground’ of theory and the ‘swampy lowlands’ of practice.  In other words, it helps us to explore
theories and to apply them to our experiences in a more structured way. These can either be
formal theories from academic research, or your own personal ideas. It also encourages us to
explore our own beliefs and assumptions and to find solutions to problems.
Developing and Using Reflective Practice
What can be done to help develop the critical, constructive and creative thinking that is
necessary for reflective practice?
Neil Thompson, in his book People Skills, suggests that there are six steps:
1. Read - around the topics you are learning about or want to learn about and develop
2. Ask - others about the way they do things and why
3. Watch - what is going on around you
4. Feel - pay attention to your emotions, what prompts them, and how you deal with
negative ones
5. Talk - share your views and experiences with others in your organisation
6. Think - learn to value time spent thinking about your work
In other words, it’s not just the thinking that’s important. You also have to develop an
understanding of the theory and others’ practice too, and explore ideas with others. Reflective
practice can be a shared activity: it doesn’t have to be done alone. Indeed, some social
psychologists have suggested that learning only occurs when thought is put into language, either
written or spoken. This may explain why we are motivated to announce a particular insight out
loud, even when by ourselves! However, it also has implications for reflective practice, and
means that thoughts not clearly articulated may not endure.
It can be difficult to find opportunities for shared reflective practice in a busy workplace.
Of course there are some obvious ones, such as appraisal interviews, or reviews of particular
events, but they don’t happen every day. So you need to find other ways of putting insights into
words. Although it can feel a bit contrived, it can be helpful, especially at first, to keep a journal
of learning experiences. This is not about documenting formal courses, but about taking everyday
activities and events, and writing down what happened, then reflecting on them to consider what
you have learned from them, and what you could or should have done differently. It’s not just
about changing: a learning journal and reflective practice can also highlight when you’ve done
something well. Take a look at our page What is Learning? to find out more about the cycle of
learning (PACT) and the role that reflection (or ‘Considering’) plays in it.
In your learning journal, it may be helpful to work through a simple process, as below.
Once you get more experienced, you will probably find that you want to combine steps, or move
them around, but this is likely to be a good starting point.
The Benefits of Reflective Practice

14
 Reflective practice has huge benefits in increasing self-awareness, which is a key
component of emotional intelligence, and in developing a better understanding of others.
Reflective practice can also help you to develop creative thinking skills, and encourages active
engagement in work processes.
In work situations, keeping a learning journal, and regularly using reflective practice, will
support more meaningful discussions about career development, and your personal development,
including at personal appraisal time. It will also help to provide you with examples to use in
competency-based interview situations.
To Conclude
Reflective practice is a tool for improving your learning both as a student and in relation
to your work and life experiences. Although it will take time to adopt the technique of reflective
practice, it will ultimately save you time and energy.

(2) “Reflective teaching: Exploring our own classroom practice” by Julie Tice
https://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-
classroom-practice

Reflective teaching means looking at what you do in the classroom, thinking about why
you do it, and thinking about if it works - a process of self-observation and self-evaluation.
By collecting information about what goes on in our classroom, and by analysing and
evaluating this information, we identify and explore our own practices and underlying beliefs.
This may then lead to changes and improvements in our teaching.
Reflective teaching is therefore a means of professional development which begins in our
classroom.
Why it is important
Many teachers already think about their teaching and talk to colleagues about it too. You
might think or tell someone that “My lesson went well” or “My students didn’t seem to
understand” or “My students were so badly behaved today.”
However, without more time spent focussing on or discussing what has happened, we may
tend to jump to conclusions about why things are happening. We may only notice reactions of the
louder students. Reflective teaching therefore implies a more systematic process of collecting,
recording and analysing our thoughts and observations, as well as those of our students, and then
going on to making changes.
 If a lesson went well we can describe it and think about why it was successful.
 If the students didn’t understand a language point we introduced we need to think
about what we did and why it may have been unclear.
 If students are misbehaving - what were they doing, when and why? 
Beginning the process of reflection
You may begin a process of reflection in response to a particular problem that has arisen
with one or your classes, or simply as a way of finding out more about your teaching. You may
decide to focus on a particular class of students, or to look at a feature of your teaching - for
example how you deal with incidents of misbehaviour or how you can encourage your students to
speak more English in class.
The first step is to gather information about what happens in the class. Here are some
different ways of doing this.
 Teacher diary
This is the easiest way to begin a process of reflection since it is purely personal. After
each lesson you write in a notebook about what happened. You may also describe your own
reactions and feelings and those you observed on the part of the students. You are likely to begin
to pose questions about what you have observed. Diary writing does require a certain discipline in
taking the time to do it on a regular basis. 
Peer observation

15
 Invite a colleague to come into your class to collect information about your lesson. This
may be with a simple observation task or through note taking. This will relate back to the area
you have identified to reflect upon. For example, you might ask your colleague to focus on which
students contribute most in the lesson, what different patterns of interaction occur or how you
deal with errors.
Recording lessons
Video or audio recordings of lessons can provide very useful information for reflection.
You may do things in class you are not aware of or there may be things happening in the class
that as the teacher you do not normally see.
 Audio recordings can be useful for considering aspects of teacher talk. 
o How much do you talk?
o What about?
o Are instructions and explanations clear?
o How much time do you allocate to student talk?
o How do you respond to student talk?
 Video recordings can be useful in showing you aspects of your own behaviour. 
o Where do you stand?
o Who do you speak to?
o How do you come across to the students?
Student feedback
You can also ask your students what they think about what goes on in the classroom. Their
opinions and perceptions can add a different and valuable perspective. This can be done with
simple questionnaires or learning diaries for example.
What to do next
Once you have some information recorded about what goes on in your classroom, what do
you do?
 Think – You may have noticed patterns occurring in your teaching through your
observation. You may also have noticed things that you were previously unaware of. You may
have been surprised by some of your students' feedback. You may already have ideas for changes
to implement.
 Talk – Just by talking about what you have discovered - to a supportive colleague
or even a friend - you may be able to come up with some ideas for how to do things differently.
o If you have colleagues who also wish to develop their teaching using reflection as
a tool, you can meet to discuss issues. Discussion can be based around scenarios from your own
classes.
o Using a list of statements about teaching beliefs (for example, pairwork is a
valuable activity in the language class or lexis is more important than grammar) you can discuss
which ones you agree or disagree with, and which ones are reflected in your own teaching giving
evidence from your self-observation.
 Read – You may decide that you need to find out more about a certain area. There
are plenty of websites for teachers of English now where you can find useful teaching ideas, or
more academic articles. There are also magazines for teachers where you can find articles on a
wide range of topics. Or if you have access to a library or bookshop, there are plenty of books for
English language teachers.
 Ask – Pose questions to websites or magazines to get ideas from other teachers. Or
if you have a local teachers’ association or other opportunities for in-service training, ask for a
session on an area that interests you.
Conclusion
Reflective teaching is a cyclical process, because once you start to implement changes,
then the reflective and evaluative cycle begins again.
 What are you doing?
 Why are you doing it?

16
  How effective is it?
 How are the students responding?
 How can you do it better?
As a result of your reflection you may decide to do something in a different way, or you
may just decide that what you are doing is the best way. And that is what professional
development is all about.

(3) “Reflective Practice”

http://www.tesol.org/docs/books/bk_ld_reflectiverteaching_776.pdf?sfvrsn=2

Then watch the video “Reflective Practice”

https://www.youtube.com/watch?v=r1aYWbLj0U8

Get ready to comment on the following issues about Reflective Practice:

- its main features;
- its procedure;
- its models;
- its tools;
- how these might relate to your teaching practice.

3.9. Choose a classroom problem from your teaching practice and suggest ways of
investigating it. The given points will help you:
- possible ways to move from the problem to its solution;
- research method(s) and associated data analyses applied in the classroom;
- the importance of sharing the results of research and possible ways to disseminate the
information;
- benefits of classroom-based research you personally see.
Report to the class.

Unit 1 Summative Assessment

3.10.
Write an argumentative essay “How appropriate is CLT or TBL in your local teaching
context?” (1,000 words). Pay attention to the (1) coherence, (2) accuracy, (3) organisation, (4)
language expression, and (5) style of your written work.

References

1. Basic Techniques for Classroom-Based Research (An Introduction for Students taking
the MA in English Language Teaching) https://www.google.ru/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjCvr3v27TOAhXGFZoKHZOzAZ
UQFggbMAA&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fseas3.elte.hu%2Fcoursematerial%2FRyanChristopher
%2FOBSMETH5.doc&usg=AFQjCNEjvNdFEjhtQj8FOdEJhrNKToLQEQ&sig2=6ob5_poWups
B_tCNkHhtSQ&bvm=bv.129389765,d.bGs

2. Ben-Eliyahu, A. (2014). On Methods: What’s the difference between qualitative and

quantitative approaches? http://chronicle.umbmentoring.org/on-methods-whats-the-difference-
between-qualitative-and-quantitative-approaches/

3. Burns, A. Doing action research – what’s in it for teachers and institutions?

http://ihjournal.com/doing-action-research-%E2%80%93-what%E2%80%99s-in-it-for-teachers-
and-institutions-by-anne-burns

17
 4. Dar, Y. (2012). Exploratory Practice: Investigating My Own Classroom Pedagogy. –
ELT Research Issue 26.
http://resig.weebly.com/uploads/8/1/4/0/8140071/practitioner_research.pdf

5. Examples of ethical dilemmas http://www.bath.ac.uk/research/pdf/ethics/ethical-

dilemmas.pdf

6. Farrell, T. (2007). Reflective Language Teaching: From research to practice. –

London: Continuum Press, 202 pp.

7. Farrell, T. (2008). Reflective Practice in the Professional Development of Teachers

of Adult English Language Learners
http://www.cal.org/adultesl/pdfs/reflective-practice-in-the-professional-development-of-
teachers-of-adult-english-language-learners.pdf

8.Field, J. (1997). Key concepts in ELT Classroom research. – ELT Journal Volume 51/2.
Oxford: Oxford University Press, pp. 192-193.
http://eltj.oxfordjournals.org/content/51/2/192.full.pdf+html

9. Fortune, A. (1992) Self-study grammar practice: learners’ views and preferences

(abstract). – ELT Journal Volume 46 (2). Oxford: Oxford University Press, pp. 160-171.
http://eltj.oxfordjournals.org/content/46/2/160.abstract?sid=27fa840b-5de1-4bae-9947-
b657ee78e587

10. Hine, G. (2013). The importance of action research in teacher education.

programshttps://ctl.curtin.edu.au/events/conferences/tlf/tlf2013/refereed/hine.html

11. Humphreys, G. and Wyatt, M. (2014). Helping Vietnamese university learners to

become more autonomous (abstract). – ELT Journal Volume 68 (1). Oxford: Oxford University
Press, pp. 52-63. http://eltj.oxfordjournals.org/content/68/1/52.abstract?sid=f70f8436-fd0f-4cd6-
8ccd-743c3a70dc2d

12. Mertler, C. Classroom-Based Action Research: Revisiting the Process as Customizable

and Meaningful Professional Development for Educators (abstract).
http://www.beds.ac.uk/jpd/volume-3-issue-3/classroom-based-action-research-revisiting-the-
process-as-customizable-and-meaningful-professional-development-for-educators

13. Parsons, J. (2015). An Introduction/Review of Action Research and Its Ethical

Practices
http://www.teacherresearch.ca/blog/article/2015/05/30/264-an-introductionreview-of-
action-research-and-its-ethical-practices

14. Reflective Practice

http://www.tesol.org/docs/books/bk_ld_reflectiverteaching_776.pdf?sfvrsn=2

15. Rust, F. and Clark, C. () How to do Action Research in your classroom?

https://www.naeyc.org/files/naeyc/Action_Research_Booklet.pdf

16. Skinner, B. and Madden, M. (2010). Help seeking in English language learning

(abstract). – ELT Journal Volume 64 (1). Oxford: Oxford University Press, pp. 21-31.

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 http://eltj.oxfordjournals.org/content/64/1/21.abstract?sid=f70f8436-fd0f-4cd6-8ccd-
743c3a70dc2d

17. Talandis, G.Jr. and Stout, M. () Getting EFL students to speak: an action research

approach (abstract) . – ELT Journal Volume 69 (1). Oxford: Oxford University Press, pp. 11-25.
http://eltj.oxfordjournals.org/content/69/1/11.abstract?sid=27fa840b-5de1-4bae-9947-
b657ee78e587

18. Thaine, C. (2004) The assessment of second language teaching (abstract). – ELT
Journal Volume 58 (4. Oxford: Oxford University Press, pp. 336-345.
http://eltj.oxfordjournals.org/content/58/4/336.abstract?sid=27fa840b-5de1-4bae-9947-
b657ee78e587

19. Tice, J. (2004). Reflective teaching: Exploring our own classroom practice.
https://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-classroom-
practice

20. What is Reflective Practice?” http://www.skillsyouneed.com/ps/reflective-

practice.html

Videos

1. Action Research in the Classroom https://www.youtube.com/watch?

v=MDVH0u4tUWo

2. An Interview with Judith Hanks http://www.livesofteachers.com/2013/07/05/an-

interview-with-judith-hanks/

3. Overview of Qualitative Research Methods https://www.youtube.com/watch?

v=IsAUNs-IoSQ

4. Overview of Quantitative Research Methods https://www.youtube.com/watch?

v=cwU8as9ZNlA

5. Reflective Practice https://www.youtube.com/watch?v=r1aYWbLj0U8

6. What Classroom Research is and isn’t! http://www.youtube.com/watch?

v=H5ytp5AcPRs

19