• Identify a classroom puzzle

• Move the hypothesis

• Set the research objectives

• Clarify the methods of research

• Do theoretical analysis

• Implement innovative teaching

• Collect the data

• Interpret the data

• Draw conclusions

• Put the research project on paper (attach list of book references).

• Present your research project

Answer Key

SAQ 2.1

1T 2D 3D 4D 5F 6F 7T 8T 9D

Glossary

Action research is organized study into a problem by introducing new techniques of teaching and reflection on the innovative experience

Dependent variable is are set of data that are caused by the changes introduced in the teaching/learning process

Empirical research is collecting real-world data with the help of tests, observations, questionnaires, interviews, diaries etc.

Ethnography studies is collecting real-world data about the process of teaching and learning in a certain cultural context

Experiment is a study to demonstrate association between a dependent and an independent variable

Exploratory teaching is integration of research and pedagogy for the purpose of creating better opportunities for teaching and learning

Hypothesis is a preliminary guess about the research outcome

Independent variable is the innovation that is introduced in the teaching/learning process in order to cause positive changes

Piloting is putting innovations to test in the real-world teaching/learning environment

Research is organized study into a problem

Statistics is collection, organization and interpretation of quantitative data

Teacher-development model is abstract imaging of the teacher-development process

Teacher-development project is a problem-solving, change-bringing and product-oriented activity

References and further reading

Alderson, Ch.,. C. Clapham and D. Wall. 1996. Language Test Construction and Evaluation. CUP

Allwright, D. 1993. Integrating “research” and “pedagogy”: appropriate criteria and practical possibilities. In Teachers Develop Teachers Research. Heinemann

Argyris, Ch. 1992. On Organizational Learning. Blackwell

Barbara, l. And m. Scott 1994. Reflections on Language Learning. Philadelphia

Belleli, L. 1993. How we teach and why: the implementation of an action research model for in-service training. Teachers Develop Teachers Research. Edge, J. and K. Richards. Eds. Heinemann

Bennis, W. et al. 1973. Eds. “Interpersonal Dynamics”. Dorsey Press. Illinois

Hargreaves, A. 1994. Changing Teachers, Changing times. Teachers’ College Press. N.Y.

McDonough, J. and S.McDonough. 1997. Research Methods for English Language Teachers. L.

Nunan, d. 1993. Research Methods in Language Learning. Cup

Ozdeniz, D. 1996. Introducing innovations into your teaching. In Challenge and Change in Language Teaching. Willis, J and D. Willis. Eds. Macmillan Heinemann.

Torrington, D. and L. Hall. 1995. Personnel Management. L.: Prentice Hall International

Wallace, m. 1994. Training Foreign Language Teachers. Cup

Copyright Millrood, R. 2000. Exploratory Teaching. Modules in ELT Methodology