Classroom-Based Researchand CALL

CULI National Seminar 2012

19-20 November, 2012Chulalongkorn University, Bangkok

Thailand

Mike LevyThe University of Queensland

Australia

Overview

• Background– What is research?– What is Classroom-Based Research?– What is CALL/TELL?– How is CALL/TELL used?

• Planning a CBR project– Process– Points of departure– Data Collection

ALL Research

• At a minimum for an activity considered research you require:1. A question/hypothesis2. Data3. Analysis & Interpretation

Think research!

• Think research when designing your course:

• Especially think data collection

Data is your gold!

Classroom-Based Research

• Practitioner-led research– Implications

• Research conducted in the classroom, often in the form of an ‘intervention’

• Similar to action research– A form of self-reflective inquiry carried out by

practitioners, aimed at solving problems, improving practice, or enhancing understanding. It is often collaborative. (Nunan)

Skills & Areas Developed via TELLUniversities

0 2 4 6 8 10 12 14 16 18

Listening

Grammar

Writing

Vocabulary

Reading

Speaking

Pronunciation

Culture

Other

Use of Software/appsHigh Schools

CALL options

Cell Email Chat YouTube

Blog Conferencing SMS FtF

Le

arnin

g G

oa

ls

Gram

ma

r

Fluency

Accuracy

Complexity

Pronunciation

Vocabulary

Discourse

Socio/culture

Autonomy

Skills

Expression

Matching Technology to Task

Audio Video

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Classroom-Based Research: The Process (I)

(Cooper & Barton, Basic Skills Initiative, 2011)

1. Develop questions based on your own curiosity about your students' learning and your teaching

2. Investigate your questions with your students documenting what happens

3. Collect and analyze data from your classes including your own observations and reflections

4. Examine your own assumptions and beliefs

5. Articulate your findings and conclusions

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Classroom-Based Research: The Process (II)

4. Discuss your research with your colleagues for support as "critical friends" to validate your findings and interpretations of your data

5. Share the results with your students

6. Give presentations (department meetings, conferences)

7. Write about your research – publications (college, state, regional, national), websites, online forums, and email listserves

Points of Departure

• A language class problem – in learning– in teaching

• Language learning goals– Language skills (4+culture)– Language areas (grammar, vocabulary, pron.)– Content

• Opportunities for extension of:– The curriculum– The textbook

• Student needs

Data Collection Options

• Qualitative/Quantitative/Both• Survey• Interview• Pre-test/post-test• Observation• Diaries• Journals• …*separately or in combination