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todaysome new ideas
for you to share andto re-use in your own teaching
overview
today
Out-of-Class Research &English Language Teaching
overview
today
Out-of-Class Research : simple explanation & of the theoryEnglish Language Teaching :
overview
today
Out-of-Class Research : simple explanation & of the theoryEnglish Language Teaching : examples from literature studies, other teachers, other classes, other contexts
overview
today
Out-of-Class Research : simple explanation & of the theoryEnglish Language Teaching : examples from literature studies, other teachers, other classes, other contexts
- including reading English, error-correction and learning grammar, e-learning, etc
overview
today
Out-of-Class Research : simple explanation &English Language Teaching : examples
eg 1 reading English
eg 2 error correction
eg 3 e-learning
eg 4 lesson-plan
overview
where do new ideas come from ?
where do new ideas come from ?
from your own classroom, your own problems or challenges etc
where do new ideas come from ?
from your own classroom, your own problems or challenges etc
But this has been covered earlier as Action Research http://www.open-ed.net/library/actionresearch.ppt
where do new ideas come from ?
from your own classroom, your own problems or challenges etc
Let’s move on to some other sources . . .
where do new ideas come from ?
where do new ideas come from ?
• from books
where do new ideas come from ?
• from books• from other teachers
where do new ideas come from ?
• from books• from other teachers• from your imagination
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
where do new ideas come from ?
• from books• from other teachers• from your imagination .. or• from
there are so many kinds of research
- just like presents
there are so many kinds of research
- just like presents
a few
very
just right !One or two
Some big, some small … Some heavy,
exciting
there are so many kinds of research
- just like presents or foods to nurture us each person has individual taste
there are so many kinds of research
- just like presents or foods to nurture us each person has individual taste
maybe you can find a colleaguewith the same tastes as you …and you can enjoy doing the same research project together ?
there are so many kinds of research
- just like presents or foods to nurture us each person has individual taste
maybe you can find a colleaguewith the same tastes as you …and you can enjoy doing the same research project together ?
there are so many kinds of research
Let’s take a look at what is research
what is research
what is research
?
what
why
how
who
what
why
how
who
frame all thisin time whenand placewhere
what
why
how
who
whenwhere
now let’slook inmoredetail
why
how
who
why
how method
who
qualitativequantitative
why
experimental empirical
natural phenomenological illuminative action research
who
qualitativequantitative
why
aim or purpose
experimental empirical
natural phenomenological illuminative action research
who
qualitativequantitative
exploratorydescriptivepredictive
why
aim or purpose
innovate , look see
case study , look see analyse, critique
apply, synthesise
experimental empirical
natural phenomenological illuminative action research
who
qualitativequantitative
exploratorydescriptivepredictive
innovate , look see
case study , look see analyse, critique
apply, synthesise
experimental empirical
natural phenomenological illuminative action research
who
sample
qualitativequantitative
exploratorydescriptivepredictive
innovate , look see
case study , look see analyse, critique
apply, synthesise
experimental empirical
natural phenomenological illuminative action research
who
sample
qualitativequantitative
exploratorydescriptivepredictive
r
andom
systematic
cluster
purposive
expert
extreme
outliers
opportunity
what
why
how
who
whenwhere
what is research
how
why who
whenwhere
the key point here for you toremember is
what is research
how
why who
whenwhere
whatwhywhohowwhenwhere
the key point here for you toremember is
what is research
how
why who
whenwhere
whatwhywhohowwhenwhere
the key point here for you toremember is
+ yes / no does your research have all the validities, reliabilities, and utility
some other points to remember
use three groups to remove the
interviewer effect - sample responds to you
novelty effect - sample responds to your asking
Hawthorne effect - sample responds imaginatively
noveltyeffectnoise
novelty
noise
noise
effectnoise
effectGp A Gp B
Gp C
use two treated groupsand one control
Gp A Gp B
Gp C
use two treated groupsand one control
♬
♬
♬
noveltyeffectnoise
novelty
noise
noise
effectnoise
effectGp A Gp B
Gp C
use two treated groupsand one control
some other points to remember
always triangulate
use two methods to collect and check data from target source
some other points to remember
always triangulate
use two methods to collect and check data from target source
eg interview data and questionnaire survey data
some other points to remember
always triangulate
use two methods to collect and check data from target source
eg interview data and questionnaire survey data
some other points to remember
always triangulate
use two methods to collect and check data from target source
eg interview data and questionnaire survey data
some other points to remember
always triangulate
multiple methods is best target source
M1
M2
M3
M4
M1
M2
M3
M4
some other points to remember
always triangulate
multiple methods is best target source
“please remember to use ”
why do research ?
why ?
why ?what benefit is there to me ?
why ?what benefit is there to me ?
what benefit is there to my students ?
why ?what benefit is there to me ?
what benefit is there to my students ?what benefit is there to other teachers ?
why ?what benefit is there to me ?
what benefit is there to my students ?what benefit is there to other teachers ?what benefit is there to other students ?
why ?what benefit is there to me ?
what benefit is there to my students ?what benefit is there to other teachers ?what benefit is there to other students ?
Let’s look at our examples . . .
today
Out-of-Class Research : simple explanation &English Language Teaching : examples
eg 1 reading English
eg 2 error correction
eg 3 e-learning
eg 4 lesson-plan
examples
eg 1 reading English
example 1
eg 1 reading English
casual reading of the literaturesays ELT students are slower
but in my class I ‘m not so sureso I took a closer read of the literature . . .
example 1
eg 1 reading English
to be authentic I wrote ELT texts in prose / web / email at levels easy / mid / difficult
9sets of ELT material to test out
if you want these, please ask me
example 1
Open Education Networkhttp :// www . open - ed. net
ways of reading
example 1
Open Education Networkhttp :// www . open - ed. net
age /years
R1a
R
eadi
ng R
ate
/w
pm
Average, inside 98% inclusion range
example 1
Open Education Networkhttp :// www . open - ed. net
age /years
R1a
R
eadi
ng R
ate
/w
pmexample 1
eg 2 error correction
example 2
eg 2 error correction
I was spending too much time trying tounderstand why my students made errorsand explaining again and again… . . . too much teacher-centred
Let’s look at errors in grammar intheir answers to multiple choice questions
example 2
eg 2 error correction
I started out asking the students
one of my students said she thought one answer sounded okay, another not so good.one other she couldn’t understand, and theother was probably wrong grammatically …
example 2
let’s take this example of how to teachstudents to improve on multiple-choice questions
Q Please give me ___ hand to carry this.
a) the b) your c) a d) some
example 2
first I asked the student to write down % how sure she was about each possibility
Q Please give me ___ hand to carry this.
a) the 0 % b) your 30 % c) a 50 % d) some 20 %
example 2
get the student to write down % how sure she is about each possibility and her reason “because …
Q Please give me ___ hand to carry this.
a) the 0 % because ungrammatical b) your 30 % because maybe … c) a 50 % because idiom d) some 20 % because .. not sure but
example 2
without further discussion,I asked students in small groups to talk and decide on a shared set of four % and four reasons
and then groups in turn present their four reasons to the whole class
So even the best student can see the difficulties and errors made by others
example 2
in this way, the teacher can see the errorsand the reasoning behind each error
example 2
this way was then employed for a realexam question having ten parts ;
example 2
He (1) home and was surprised to find Yumi was not there. “She (2) to college”, he thought, and after (3) for ten minutes, he telephoned to her college-office. “We (4) her all day”, they answered. “I wish I (5) where she is”, he said. Just then, he heard the door (6) and Yumi came in. “I’ve (7) with Mika”, she said. “(8) $200 for her birthday, and she (9) her to choose a new coat.” “You should have left me a note”, he said. “If you (10), then I would have known where you were.”
(1) (a) arrives, (b) arrived, (c) have arrived, (d) has arrived
(2)
(3)
(4)
(5)
(6)
(a) should go, (b) must be gone, (c) ought to have gone, (d) must have gone
(7)
(8)
(10)
(9)
(a) waiting, (b) to wait, (c) having to wait, (d) he was waiting(a) don’t see, (b) are not seeing, (c) haven’t seen, (d) haven’t been seeing(a) would know, (b) have known, (c) should know, (d) knew(a) open, (b) to open, (c) to be opened, (d) opening itself(a) gone away, (b) been away, (c) gone out, (d) been out(a) There was given to her, (b) There had been given to her, (c) She was given, (d) She was been given
(a) have, (b) had, (c) do, (d) did
(a) would that I helped, (b) wanted that I should help, (c) wanted me to help, (d) wanted that I helped
example 2
in this way all the students could succeedalone through self-reflection usingmetacognitive thinkingor in pairs or small groups
example 2
simple instructions for this technique were written outto re-use for my students next year
to avoid copyright problemsthree questions were newly written ;-- one to illustrate the technique,another to self-check (repeat the one if poor)and one to keep until just before real exam
example 2
this is now re-usable by myself( to reduce my own classroom teaching load )
and can help other teachers …and other students
in this wayresearch can be helpful effective and efficient
example 2
this is now re-usable by myself( to reduce my own classroom teaching load )
and can help other teachers …and other students
in this wayresearch can be helpful effective and efficient
http://www.open-ed.net/r l o / r l o 27 . ppt
example 2
example 2
teacher - centred
do your researchand help
your students
example 2
teacher - centred learning - centred
do your researchand help
your students
example 2
teacher - centred learning - centred
at - home individual learning
do your researchand help
your students
eg 3 e-learning
example 3
eg 3 e-learning
e-learning seems fashionablebut many teachers still avoid itthinking it does not replace good teaching . . .
example 3
eg 3 e-learning
the United Nations education officereports that e - learning has failed to bring any improvementin achieved quality or quantity of learning( UNESCO 2009 ) largely becauseconventional teachers are unskilled and inexperienced in e - learning online
example 3
eg 3 e-learning
e - learning should be used insidegood teaching
… not instead of good teaching !
example 3
eg 3 e-learning
… so surely some research could be doneto show how e - learning is more effective or more efficient
example 3
eg 3 e-learning
let’s think of some good pedagogical practices
… face-to-face meetings or discussions can reach consensus
can ?? this be done electronically ??
example 3
eg 3 e-learning
let’s look at wiki e-learningand if / how / when / where wiki can be more effective or efficient
example 3
http://www.open-ed.net/rlo / rlo53-wiki.mov
86 MB = 25 minutes at 60 kB/sec
example 3
other e-learning research topics for you
you can also try out using blog for students collaborativelylearning English as a foreign language
orusing online annotation to bring class textsdown to the level of the students
example 3
other e-learning research topics for you
through a simple research projectyou can discover that e-learning can be more efficientin the correct situation
example 3
eg 4 lesson-plan
example 4
eg 4 lesson-plan
many literature studies reported studentsdo not engage in collaborative discussionto co-create and co-discover new knowledge
design research questionwhy ? read all literature, identify gaps / fallacies, propose new model of successful interactiondistinguishing cooperation from collaboration
example 4
eg 4 lesson-planAnderson 2007 only 17% of two graduate courses and
Meyer 2003 found only 29% of graduate students reached Stage 3
Gunawardena 1997 and 2001 found in graduate students and teachers that the Stage 3 “collaboration simply did not happen”
Piaget 1977 acknowledged many people never reached Formal Operations level Stage 3 even in adulthood
McKinnon 1976 found only 50% of college students at 7 colleges could reach Stage 3 collaboration
Renner 1976 found only 81% of final-year law students in 2 law schools reached Stage 3 collaboration
example 4
eg 4 lesson-plancareful critical thinking found that students and teachers often confused cooperative learning with collaborative learning
so reflecting on open and distance education practice
the Transactional Distance Modelwas constructed, tested out, empirically validatedand disseminated to other teachers and researchers
ask me for copies and details
example 4
how to choose a research topic
with eyes open feel how some aspect of your own life is interesting or in conflict with other aspects
frame this gap using key-words and searching
ask others or design by yourself a way to fill this gap
how to choose a research topic
you need some basic research skillsand a wish to make your own jobeasier and more funto become more professional . . .
how to choose a research topic
you need some basic research skillsand a wish to make your own jobeasier and more funto become more professional . . .
after you’ve got your bag of research skills, then …
how to choose a research topic
E.E. L.L.T.T.
Resskillsearch
how to choose a research topic
E.E. L.L.T.T.
E.E. L.L.T.T.… much of ELT researchmust be adapted to suit the students of China
E.E. L.L.T.T.… much of ELT researchmust be adapted to suit the students of China
eg• the communicative method• teacher / learner centredness• exam preparation etc
Welcome to ELT research …
Welcome to ELT research …
L.L.E.E. T.T. researchresearch
to do ELT research
…critical thinking skills are necessary What are these ?
to do ELT research
…critical thinking skills are necessary What are these ?… … it’s like having it’s like having
an argument with an argument with yourself … be curious…yourself … be curious…ask yourself questionsask yourself questions
to do ELT research
…critical thinking skills are necessary What are these ?… … it’s like having it’s like having
an argument with an argument with yourself … be curious…yourself … be curious…ask yourself questionsask yourself questions
?? ??
to do ELT research
…critical thinking skills are necessary What are these ?
- use a mind-map to sketch ideas to visualisediscrepancies or relationships
always be writing your understanding andfeed new information into this picture ( your mind )
?? ??
today
Out-of-Class Research &English Language Teaching
summary
today
Out-of-Class Research : simple explanation &English Language Teaching : examples
eg 1 reading English
eg 2 error correction
eg 3 e-learning
eg 4 lesson-plan
summary
today
Out-of-Class Research : simple explanation &English Language Teaching : examples
sometimes thinking of ‘research’ is really heavy
so please unwrap the concept in easy terms what, who, why, how, when, where, and yes/no
summary
today
Out-of-Class Research : simple explanation &English Language Teaching : examples
remember … research should be fun !
summary
research
for you
You can download these slides freely from the website
http://www.open-ed.net / library / research . ppt
or by email to me at
kawachi @ open-ed.net
for our further discussion :
http://OpenTeacher.blogspot.com
QQ 60338304 : Open Teachgoogle group : Open-Teachemail : [email protected]
http://www.open-ed.net/presentations.pdf
additionally, I am now making short text guide-books to go
with each of my ppt presentationsand a list of all these
thank you
http://www.open-ed.net/presentations.pdf
thank you
http://www.open-ed.net/presentations.pdf
thank you
http://www.open-ed.net/presentations.pdf
thank you
http://www.open-ed.net/presentations.pdf
thank you
http://www.open-ed.net/presentations.pdf
thank you
http://www.open-ed.net/presentations.pdf
thank you
http://www.open-ed.net/presentations.pdf
thank you
http://www.open-ed.net/presentations.pdf
thank you
http://www.open-ed.net/presentations.pdf
thank you
http://www.open-ed.net/presentations.pdf
Open Education Networkhttp :// www . open - ed. net
http://www.open-ed.net/presentations.pdf
thank you
Open Education Networkhttp :// www . open - ed. net
http://www.open-ed.net/presentations.pdf
thank you
