Collaborative Reflexive/Reflective Teaching and Action Research in TESL (original) (raw)
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Action Research and Collaborative Reflective Practice in English Language Teaching
2021
This paper reports on an action research study conducted in 2015 with !ve in-service English language teachers from an ELT under- graduate programme of a university in the central part of Mexico over a period of 9 weeks by means of two video recorded classroom observations and di"erent spaces for professional dialogue (a focus group, one on one feedback discussions and personal interviews). Overall, the study revealed that teachers have the ability to be critically re#ective about their teaching given the appropriate condi- tions which Re#ective Practice (RP) necessitates such as opportunity, time, and assistance from others, often lacking in everyday teaching scenarios, traditional evaluative classroom observations and conven- tional teacher education programmes. Hence, by challenging the ‘status quo’ of classroom observations in this context, the RP pro- cesses carried out helped teachers understand and reconstruct their teaching knowledge especially in terms of students’ responses to their instructional decisions and the impact this had on how their classes unfolded. It promoted an alternative way to ful!l the goal of teacher development, not through a ‘transmission’ model of educa- tion but through a process in which teachers learn and continue to develop their skill in dialogue within a professional community.
Collaborative Teaching: Bringing Language Teaching to the English Content Classroom
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES, 2021
The present study looks at collaborative teaching and how it can be incorporated as a remedial technique in an English content course at the Masters level. Using action research as its method, and the view W. W. Murawski takes on co-teaching while appropriating it for a non-inclusive classroom, the research looks at how co-teachers’ use of this technique in a co-taught classroom can enhance their teaching experience and supplement the students’ understanding of the content. The current study uses the data in the form of reflections, by both the co-teachers, after each session, for analysis in light of their own earlier experiences. The findings show that taking up co-teaching in an English content course at Masters level can be used as a remedial teaching technique to improve the weak language skills of learners.
Reflective teaching and its impact on foreign language teaching
Actualidades Investigativas en Educación, 2005
To reflect is to look back over what has been done so as to extract the net meanings, which are the capital stock for intelligent dealing with further experiences. It is the heart of intellectual organization and of the disciplined mind. [John Dewey] Abstract: This article deals with the impact of reflective teaching on the ESL/EFL field. Reflective thinking is seen as key on the road to professional growth. There is a need to reflect on our actions and classroom practices in the foreign language teaching in order to bridge the gap between theory and practice. A model is suggested as to how a teacher's practice in the classroom can be improved through reflective teaching and action research.
Teaching and Teacher Education, 2009
This paper examines the ways in which action research projects can be used to socialize teachers to the teaching of English language learners (ELLs) as well as help these teachers develop reflective practice. Drawing on surveys, action research projects conduced with ELLs and reflection papers as data, the study explored the teachers' statements about the impact of the course work and the projects on their teaching and their beliefs about teaching ELLs. Students stated that they felt they had grown as teachers, were more reflective, and more confident about teaching in general, and teaching ELLs in particular.
The purpose of this study is to bring reflective teaching to the attention of practising language instructors at tertiary level. With four English instructors a reflective development program was implemented, interviews were held, and action research studies were conducted. The data findings show that instructors' attitudes towards teaching mostly changed as they began to consider their own teaching much more critically. Results of the interviews reveal that these instructors gained more awareness of such issues as increasing motivation, lesson planning, making adaptations to courses, doing classroom research, reflecting on the lesson, and collaborating with colleagues. In action research studies the instructors specifically focused on motivating the learners, updating their own English knowledge, considering students' language level, and using the target language in classes. The results of action research studies indicate that English language teachers need to reflect in/on teaching in order to get advanced professionally. This study can set an example for other educational institutions to organize a similar programme for their language teachers' continuing professional development.
Looking back into an action-research project: teaching/learning to reflect on the language classroom
the ESPecialist, 1998
This paper focusses on an action-research project in language classrooms in the official educational system of the city of Rio de Janeiro. It introduces the demand which motivated the project and the general theoretical framework which underlies action-research as reflection on a social practice conducted by its participants. Next, the paper reports on the general plan of the project, involving issues connected with the research context, length of time and the steps followed. By way of conclusion, positive and negative factors of the project are drawn on the basis of an analysis of data derived from audiotaped sessions with participants, open-ended questionnaires and the research papers produced.
The Study of Conducting Collaborative Action Research in Learning Process
KURMANJ The Journal of Culture Humanities and Social Science, 2021
This study aims to investigate the use of collaborative action research in EFL classroom. Therefore, this is an action research which is analyzed qualitatively. The research is conducted in Kish Way Language Institute. Because of the nature of the study, the participants of the study consist of teacher, researcher, and students; and speaking skill is considered as the context of the study. Research findings show that students' speaking skills have improved in terms of abilities such as answering teacher questions, identifying words and grammar used in the phrase, constructing sentences using appropriate grammar and vocabulary, and expressing their idea. In addition, the class situation is more vivid in terms of student activity. The study of action research is a valuable and inspiring experience that gives new knowledge to the researcher. It is hoped that research can be conducted by other researchers to achieve a better teaching and learning process.
Students’ Response towards Cooperative Learning in English Classroom
2020
This qualitative study aims to investigate the use of cooperative learning in English classroom based on students’ response at one of vocational schools in Kendari. The instruments used in this study were reflection and documentation with 36 students acted as the respondents who were chosen by using purposive sampling. The reflection guideline consists of five questions related to cooperative learning. This study reveals that the response of cooperative learning had positive response. Students’ reflection reveals that students are happy with cooperative learning, students found it easy to understand the material, and students could express their ideas analyzed based on the students’ reflection after learning process. This study implies that students’ response toward cooperative learning can help the students in learning foreign language. This approach helped them to acquire the knowledge through working in a team easily and made the learning process more interesting. The students al...
An English Teacher’s Reflective Practice in English Foreign Language (EFL) Classroom
Jurnal Sosial Sains
The duty of the teacher is not merely transfering knowledge but he/she should be aware to any students’s difficulties by carry on reflective practice during or after learning process. Therefore, This study examine how does the teacher reflect the teaching process in EFL classroom. In this respect, qualitative approach and descriptive qualitative method are used in this study. The study explored 6 participants such as one English teacher as primary source and five students as secondary source. The data were collected via observation, interview and documentation. The documentation is presented in the form of teacher’s diary which is teacher can express about his/her feelings, experiences, difficulties and problems in a diary writing. The findings of the study revealed that the teacher using diary writing as a strategy to reflect the teaching process after learning activity has finished. The teacher always helps students, who are difficult to understand the material repeatedly. Reviewi...