2007 May

Enhancing Students' Involvement

and Enjoyment

A report on an action research project conducted atthe American Language Center of Agadir

by

Abdellatif ZoubairMay 2007

2007 May

Outline

Abstract Theoretical background The study Conclusion and recommendations Appendices

Bibliography

2007 May

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)

2007 May

Abstract

ContextTopicQuestions TechniquesActionsConclusion

2007 May

Theoretical Background

History: -1944

-1960s/1970s

-Aristotle

2007 May

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.

2007 May

Definitions of Action Research:

1."… research carried out by teachers,

with teachers and for teachers.”

(Webber 1994)

2007 May

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)

2007 May

Main features

it is a "form of structured reflection“

it focuses on problems arising from teaching practice

it is "inquiry-oriented":

2007 May

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.

2007 May

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

2007 May

Techniques

Field notesTeaching logsDiariesVerbal reportsStructured observationQuestionnaires and interviews

2007 May

The study

Reframing the research question: from "Redesigning lessons from Interchange II to make them more appealing for both learners and teachers" to: “Enhancing students' involvement and enjoyment"

2007 May

Techniques

-Field notes

-Questionnaires

-Digital photography

2007 May

Methodology

Designed according to basic research action ‘models’

Refer to chart

2007 May

Main findings

General information: -number -gender -age

Trying new methods: 90%For re-pair up: 75%Complete word maps on the board:

100%

2007 May

Main findings (cont’d)

Stand up to act out dialogues: 90 %

For ‘Run for it’: 65 %

Completing ‘internet assignment’: 50 %

2007 May

Conclusion and recommendations

Reflect constantly on own practices

First review literature

Trust own judgement, but also

Use reliable means

2007 May

More lessons learnt . . .

Leave room for personal intiative

Involve colleagues AND

Students

2007 May

Most important lesson:

"Contemplating problems does not lead necessarily to solving them."

(Wallace, 1988).