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Enhancing Language Teaching Through Classroom-Based Research in CALL/TELL

Explore the process, implications, and skills developed in Classroom-Based Research within technology-enhanced language learning. Learn how to plan, collect data, and interpret findings for effective language teaching. Presented by Mike Levy from the University of Queensland.

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Enhancing Language Teaching Through Classroom-Based Research in CALL/TELL

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  1. Classroom-Based Researchand CALLCULI National Seminar 201219-20 November, 2012Chulalongkorn University, BangkokThailandMike LevyThe University of QueenslandAustralia

  2. 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

  3. ALL Research • At a minimum for an activity considered research you require: • A question/hypothesis • Data • Analysis & Interpretation

  4. Think research! • Think researchwhen designing your course: • Especially think data collection Data is your gold!

  5. 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)

  6. Skills & Areas Developed via TELLUniversities

  7. Use of Software/appsHigh Schools

  8. Matching Technology to Task Audio Video

  9. Classroom-Based Research: The Process (I) (Cooper & Barton, Basic Skills Initiative, 2011) • Develop questions based on your own curiosity about your students' learning and your teaching • Investigate your questions with your students documenting what happens • Collect and analyze data from your classes including your own observations and reflections • Examine your own assumptions and beliefs • Articulate your findings and conclusions

  10. Classroom-Based Research: The Process (II) • Discuss your research with your colleagues for support as "critical friends" to validate your findings and interpretations of your data • Share the results with your students • Give presentations (department meetings, conferences) • Write about your research – publications (college, state, regional, national), websites, online forums, and email listserves

  11. 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

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

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