ClassroomBased Research and CALL CULI National Seminar 2012
Classroom-Based Research and CALL CULI National Seminar 2012 19 -20 November, 2012 Chulalongkorn University, Bangkok Thailand Mike Levy The 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/hypothesis 2. Data 3. 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 TELL Universities
Use of Software/apps High Schools You. Tube PPT Word Google Online dictionaries Language learning websites Email Online games Language-specific software Sound editor Podcasting Photostory Movie. Maker i. Tunes Skype Photoshop Online radio Mobile phone apps Blogs Other Wikis Turn-It-In Flickr MSN Facebook 0 10 20 30 40 50 60 70
Matching Technology to Task CALL options Cell Learning Goals Grammar Fluency Accuracy Complexity Pronunciation Vocabulary Discourse Socio/culture Autonomy Skills Expression Email Chat You. Tub e Blog Conferencing Audio Video SMS Ft. F
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 9
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 10
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
- Slides: 12