Classroom Problems Got You Down? Confront and Resolve Them with

ACTION RESEARCH

Presented by Tim Robinson & Lauren Alva

SFSU M.A. TESOL ConferenceDecember 5, 2008

Presentation Overview

Description

Procedure

Action research projects

Issues in the classroom

Speaking too much L1 in the classroom

Getting students to use target vocabulary in writing

Encouraging more interactive classroom discussions

Building on students’ motivations Improving board work

Description

Action research takes its name from two processes that are central to it: a data-

gathering component (the research element) and a focus on bringing about

change (the action component).

(Richards,1998)

Procedure (Grabe & Stoller, 2002)

I. Establish a purpose and decide on a topic

II. Pose a specific question

III. Anticipate outcomes (Hypothesis)

IV. Specify the type of data to collect• Determine ways to collect data• Consider issues related to time• Collect data systematically

Procedure Continued

• Examine and analyze data• Reflect on results• Generate practical solutions• Experiment with solutions• Share insights with colleagues

An Action Research Project

Context: Intensive Language Program (American

Language Institute) Low-Intermediate (TOEFL 325-400) Reading & Writing Students From: China (13), Japan (1), Mexico

(1), Korea (1)

An Action Research Project

Pre-reading-Topic

- Prediction

Reading

Post-reading-Main idea- Details

- Vocabulary- Respond to the reading

Writing

I. & II. Purpose & Questions

Getting students to use target vocab accurately in their writing

What steps do students need to take in order to be able to use effectively the target vocab in their writing?

WritingVocabulary

III. Anticipated Outcome

Increase in Ss’ use of target vocab in their writing

More instances of accurate target vocab use

Greater willingness to take risks with vocab in writing

IV. Data Collection & Time

Vocabulary Quizzes (3) & Exams (1)

Writing Assignments (5)

Time: 1 semester (12 weeks)

V. Data Analysis

Vocabulary Quizzes & Exams:

Errors with Parts of Speech & Meaning

“He and his classmate are competition in the class.”

“The good work gives him contribution.”

V. Data Analysis

Writing Assignments:

Non-Use & Inaccurate Use of Vocab

“I know it’s big challenging to me.” “The people have good energetic.” “I could more concentration about study.”

VI. Reflect on Results Non-Use of Target

Vocab in Writing:

1) Avoid making mistakes

2) Fear being penalized

3) Not motivated to use the vocab

Inaccurate Use of Target Vocab in Writing:1) Unaware of parts

of speech2) Unfamiliar with

usage/meaning

VII. &VIII. Generate & Experiment with Solutions

Work with Vocab Trouble Spots

Build a Bank of Relevant Vocab

Awareness of parts of speech

Words commonly misused

Words useful for writing assignments

VII. & VIII. Generate & Experiment with Solutions

Make Vocab Use a Salient Issue

Give rationale Hold Ss

Accountable Provide a system

for learning and using vocab

Allow Ss to experiment w/o penalty

VII. & VIII. Generate & Experiment with Solutions

Outcomes

Increase in Ss’ use of target vocab in their writing

More instances of accurate target vocab use

Greater willingness to take risks with vocab in writing

An Action Research Project

Context: Intensive Language Program (American

Language Institute) Low-Intermediate (TOEFL 325-400) Oral Communication Skills Students From: China (13), Japan (1),

Mexico (1), Korea (1)

I. & II. Purpose & Questions

The excessive use of L1 in the class has resulted in:

1) Non-Chinese students feeling alienated

2) Chinese students not improving their fluency

How do I encourage more English use during class for the rest of the semester?

III. Anticipated Outcome

Increase in English use during pair and group work tasks

Improvement in class relations

Improvement in fluency

IV. & V. Data Collection, Time, & Analysis

Review students’ goals and reasons for studying at ALI

Meet and discuss with teachers, academic coordinators, and advisors

Time: one week

VI. Reflect on Results

Students’ reasons for choosing ALI

1) Easier path to obtaining a B.A or M.A

2) Better job prospects

Classroom Dynamic

1) Low-level of proficiency

2) Authority

VII. & VIII. Generate & Experiment with Solutions

Accountable for behavior

Rewards

Consequences

Rationale

Things to Remember

Action Research is for everyone. Make it work for you. It’s ongoing. If first you don’t succeed, try, try

again. It benefits the students AND the

teacher. No one said research had to be boring.

ReferencesGrabe, W., & Stoller, F., (2002)Teaching and

researching reading. Harlow: Pearson Education.

Richards, J.C. (1998) Beyond training: Perspectives on language teacher education. New York: Cambridge University Press.

Wallace, M.J. (1998) Action research for language teachers. New York: Cambridge University Press.

Acknowledgments

We’d like to thank these people for their support, guidance, and insight.

Friends & FamilyALI Coordinators & Colleagues

MA TESOL ProfessorsDr. KeckDr. Shih