Action Research on Learner-Learner interaction in an IWB software milieu.
Delivering lessons within private institutional settings in Greece can prove challenging in many ways mainly due to the rigid framework of rules and regulations that emanate from the ECFR. Ranging from 8 to 12 students, classes are flexible, well-resourced and thus in theory constitute ideal maximum output settings. Learners sit through one, two or three 45-minutes sessions on a Monday-Wednesday-Friday basis. These classes always take place afternoon hours when school has finished and range according to the age and level that the L’s possess. English is also a mandatory subject in mainstream education and the curriculum is to a large degree undifferentiated. Further to this, classes are quite homogeneous and motivation varies mainly due to Teacher lead classes, lengthy grammar explanations, exam oriented teaching and absence of peer-assisted learning techniques. However, there seems to be a distinct awareness amongst learners that a high proficiency in English is a pre-requisite for any future attempt in career advancement or entry into further/higher education.
I must admit that “designing form-focused information gap tasks that assist L2 learning and teaching, retain classroom authenticity, and yet adhere to standards of research rigour” as Teressa Pica mentions in her work (Pica T. , 2005, p. 344) is an “a priori” extremely difficult, (but rewarding) job for any Teacher-Action Researcher, especially when my teaching context inherently doesn't favour any such attempts. For this exact reason-and while brainstorming to find a possible solution-the phrase that almost immediately came to my memory’s attentions was one of the concluding advices that Jane Willis gave to the audience of the 2013 IATEFL Conference in Liverpool. More specifically, after Mrs Willis had finished her main PowerPoint presentation, in her concluding remark, this incredibly inspirational teacher- trainer, author and world renown researcher mentioned the following: “Save time: use your text-books, …[]…enjoy…[]…don’t work harder than your students”
With Jane Willis’s advice echoing in my mind, I will attempt to utilize specialized EFL student books which I have been using for the past 7 years as an EFL Teacher. However the novelty will be to “tweak” their IWB software into meeting the typical task-cycle steps/framework of activities.
Nevertheless, in total accordance with McKay’s basic idea about doing research (McKay 2003), I must admit that this MA programme has facilitated my efforts to achieve a smooth transition from a “non-rigorous enquiry” or “knowing in action” (Schon, 1987, p. 3) to a more systematic, critical, self-critical, knowledge advancing enquiry (Bassey, 1995).
List of References
Mackey, A. O. (2003). Interactional input and the incorporation of feedback: An exploration of NS–NNS and NNS–NNS adult and child dyads. Language Learning, 53, 35–66.
Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Bassey, M. (1995). Creating Education through Research: a global perspective of educational research for the 21st Century. Newark: Kirklington Moor Press, in association with the British Educational Research Association.
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