Mindmap

ACTION RESEARCH

KARINA ROMERO Englisch

Inhalt der Mindmap

ACTION RESEARCH

DEFINITION BY MARTIN PARROTT
- It is a way of ensuring that we continue learn even as we teach. It helps stave off staleness and routine
CHARACTERISTICS ACCORDING TO ELLIOTT
- It analyses the human actions
- Analyses social situations that students and teachers experience
- It uses an exploratory approach
- Explain what happens in the classroom in relation to specific teaching contents
- Involves teachers and students: their beliefs, values, intentions, decisions
- It uses direct simple language
PHASES OF ACTION RESEARCH
- PHASE 1: Develop a plan of action to
  - Improve what is already happening
- PHASE 2: Act to implement the plan
- PHASE 3: Observe the effects of action in the context in which it occurs
- PHASE 4: Reflect of these effects
COHEN AND MANION MODEL ABOUT ACTION RESEARCH
- STAGE 1. The identification, evaluation and formulation of the problem
- STAGE 2. Preliminary discussion and negotiations among interested parties teachers, advisers, researchers, sponsors
- STAGE 3. Review of research literature and comparable studies
- STAGE 4. Restatement of the problem, or formulation of a hypothesis
- STAGE 5. Selection of research procedures, choice of materials and methods, etc.
- STAGE 6. Choice of evaluation procedures
- STAGE 7. The implementation of the project itself, including data collection and analysis, monitoring and feedback.
- STAGE 8. The interpretation of the data
ACCORDING TO NUNAN ACTION RESEARCH
- FIRSTLY: The research is initiated by the teacher
- SECONDLY: Real objective data is collected
- THIRDLY: The results of the research project are disseminated
- FINALLY: The project takes the form of an ongoing cycle in which the teacher reflects on, returns to and extends the initial inquiry
USE OF ACTION RESEARCH
- As a way of learning about our learners
  - Learning about learners
  - Asking about and taking learners' attitudes and preferences into account
- As a way about our teaching and its effectiveness
  - Record or video our lessons and listen or watch later
  - Peer observation
- As a way of monitoring and evaluating innovation
  - Start evaluating before the innovation is introduced
  - Make the evaluation indirect
CRITICISMS OF ACTION RESEARCH
- Action research it is unable to provide "facts" or universal truths about language teaching, as its scope limited but the aim is not to arrive universal truths but only to learn more about ourselves, our teaching, our learners and their learning
INSTRUMENT FOR DATA COLLECTION
- TWO OPPOSITE METHODS
  - Associated with Experimental Science
    - First posing a hypothesis and then collecting data
    - Use research plans questionnaires
    - Observation instruments
  - Associated with Ethnography
    - FIrst collects data, then examiners
    - Observing classrooms
    - Scanning the data for interesting features
    - Use these for formulating hypothesis
  - PROBLEMS
    - Firstly: The theories of language learning do not always lend themselves to making direcly testable predictions
    - Secondly: Putting theory first is that it misses the point that theories themselves have to come from somewhere
    - Thirdly: There is the understable temptation to look at the most visible things only, the things that are easiest to observe, to record, and to count.
- INTERVIEWS
  - It is a popular method of data collection
  - The objective is to obtain information
  - Students might be questioned about classroom events
  - Face-to face or in whole group
  - TYPES
    - OPEN INTERVIEWS
      - Provide the interviewee with very open questions which allow a great deal of freedom of expression in answering.
    - SEMI-OPEN
      - Provide certain core questions which are decided upon in advance, but the subjects interviewed are allowed a certain degree of freedom in answering these questions.
    - SEMI-STRUCTURED
      - Consist of specific defined questions which are determined beforehand, but also allow some elaboration in the questions and answers.
    - STRUCTURED
      - Include very specific closed questions that require very specific answers.
  - DISADVANTAGES
    - Time consuming
    - They often introduce subjective biased information, given that interviewees often say what they think that will please the interviewer
- QUESTIONNAIRES
  - Are printed and used for data collection
  - Are similar to interviews in the type of data are provided but in questionnaires the question/statements are in written form whereas in interview they are oral
  - ADVANTAGES
    - They can be administered to large groups of subjects
    - The data provided tend to be quite uniform and standard
    - If they are applied to group of subjects at the same time, the data collected can be very accurate
  - DISADVANTAGES
    - If the questionnaires are taken home to be answered, the response rate is usually very low and this may affect validity and reliability
    - Depending on the nature of the questions, the data provided can be very subjective.
    - The sample of students which we use for our questionnaire may be too limited, or even unrepresentative of language learners as a whole
    - Asking students to fill in long questionnaires may be seen intrusive.
- CASE STUDIES
  - Is very useful for drawing up hypotheses that can be tested later on with more representative samples
  - Focuses on one or few individuals
  - These studies are longitudinal, that is they follow the individual's development over a longish period of time
  - Methodologically speaking, the case study is what Nunan calls a “hybrid” because a whole range of data collection techniques can be used during the course of the case study.
  - TYPOLOGY OF CASE STUDIES ACCORDING TO NUNAN
    - NEO-ETHNOGRAPHIC
      - Then in-depth investigation of a single case by a participant observer
    - EVALUATIVE
      - An investigation carried out in order to evaluate policy or practice
    - MULTI-SITE
      - A study carried out by several researchers on more than one site
    - ACTION
      - An investigation carried out by classroom practitioner in his/her professional career
  - ADVANTAGES
    - A case study is based on reality and therefore appeals to practitioners who can identify with the concerns and issues explored
    - Are generalisable
    - A multiplicity of viewpoints can be represented
    - Can become a data bank of materials for future researchers
    - Can be immediately put into practice in some cases
    - Are more accessible to non-specialist audiences than conventional research
- DIARIES
  - Is very useful for exploring the learning strategies that students may use in different situations
  - Provide very important clues about what learners feel and about how they process information, teachers want to know what kind of effect might have on student learning
  - II4 OBSERVACION E INVESTIGACION MEI9G, IEXPRO (2020). CLASS ANTHOLOGY.