Motivating and/or de-motivating environments to do action research: the case of teachers of English as a foreign language in Ethiopian universities

Aga, Firdissa Jebessa

doi:10.1080/09650792.2016.1168310

Cited by 15 publications

(10 citation statements)

References 9 publications

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“…The research procedure was carried out in accordance with how the action research design works (Aga, 2017;Edwards & Burns, 2016;. One of the characteristics of this research design was to help solving learning problems and improving actual learning outcomes (Bozkuş & Bayrak, 2019;Suherman et al, 2019;Supriyadi et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

Enhancing students' understanding and skills on dance music: An action research

Taryana

Budiman

Karyati

et al. 2021

CJES

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Dance students in university tend to have minimum understanding and skills in processing music to address the creativity needs in new dance works. Therefore, effective and critical learning strategies are needed so they are able to process music to create dance works. This research aims at enhancing dance students’ understanding and skills to process music in creating new dance works in the future. It was conducted using an action research design involving 30 dance students at one of the universities in Indonesia. The results showed that, in terms of skills and understanding of music, students were not used to processing music for their dance works, since they were mostly assisted by music stylists. Through internal and external music exploration learning, the musical dance students’ skills could be improved. Therefore, the findings of this research are recommended to be used as an alternative learning in enhancing dance students’ musical ability. Keywords: Dance Music, Movement Exploration, External Music, Internal Music, Dance Creativity.

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Section: Methodsmentioning

confidence: 99%

Enhancing students' understanding and skills on dance music: An action research

Taryana

Budiman

Karyati

et al. 2021

CJES

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“…It means that the individuals' representation of their identity depends on their occupation, their beliefs, and even their roles in society. In this respect, local identity is established by the social contexts people are immersed in (Lin, 2009). Local identity entails several factors from culture and customs which end up constructing beliefs, traditions, and cultural practices from communities that are shaped by context realities (Flórez-González, 2018).…”

Section: Agencymentioning

confidence: 99%

Enacting Agency and Valuing Rural Identity by Exploring Local Communities in the English Class

Paredes-Mendez

Troncoso-Rodriguez

Lastra-Ramirez

2021

Profile: Issues Teach. Prof. Dev.

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This article reports on an action research study about the exploration of local communities to enact agency and value rural identity. Thirty-three students from a rural public school in Colombia participated in the study. Our aim was to examine ways in which students enacted agency as a result of participating in local community inquiry to realize the predominant value of their identity as farmers. Data were gathered through a focus group, interviews, students’ artifacts, and teacher journals. Results showed that when communities are linked with classroom practices and foreign language learning, English becomes a vehicle to explore their places, who they are as members of the community, and how to promote decision making to help others.

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“…It is called forth whenever new and complex situations have to be dealt with or disturbances and problems disrupt the smooth flow of routine action; and when a surprise, which causes one to question, appears in the process of accomplishing the task. Reflection-on-action: a) consists of reflection after the event; b) is deliberate, conscious and public activity principally designed to improve future action; c) is a research process as the reflective practitioner is a researcher; d) is akin topractical action research which is designed to promote teachers' professionalism by drawing on their informed judgment; and e) is generated through reflection on the characteristics and processes of one's own practice, in all its aspects and dimensions: design, development and assessment (Ghaye&Ghaye, 1998;Noffke&Somekh, 2009;Grundy, 1987, in Cohen, Manion& Morrison, 2000.…”

Section: Views About Knowledgementioning

confidence: 99%

University Teachers’ Knowledge of- and about- Action Research: The Case of Teachers of English as a Foreign Language (EFL) at Two Ethiopian Public Universities

Aga¹

2021

theijhss

Self Cite

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Conceptual and Theoretical Background of the StudyWith the purpose to investigate English as a Foreign Language (EFL) teachers' knowledge of and about action research at two Ethiopian public universities, the study had two assumptions. First, the teachers' knowledge and perceptions serve as a surface symptom for their actual practices. Second, in today's dynamic environments, EFL teachers are expected to: a) do the right things right-to be alive in changing EFL classroom practices for better quality; b) continually reexamine taken for granted assumptions against evidences and interpretations related to teaching rather than longing for one approach as an attainable ideal; c) de-absolutize accustomed traditions and rituals; and d) take a fallibilist view of truth. By implication, EFL teachers need to possess adequate Knowledge about-and-of Action Research. Knowledge about action research deals with theoretical knowledge (knowing that) and the information, theoretical reasoning, and understanding about action research, which EFL teachers think they possessed implicitly /tacitly or explicitly. Knowledge of action research, on the other hand has two connotative meanings. In the first place, it refers to practical, procedural (know how) knowledge, competence and skills that EFL teachers claimed that they possessed for conducting action research. Second, it also stands as a generic phrase for the sake of simplicity, where there is no need to differently indicate EFL teachers' theoretical and the practical knowledge of action research, mainly in the current dynamic world.The dynamism implies a pragmatic and critical reflection of the teachers upon their practices and contexts guided by some explicit and implicit aspects of teaching as a profession. The explicit aspect refers to the teachers' professional actions in line with their profiles embedded in their training and career specifications. The implicit dimension, on the other hand, implies the teachers' 'tacit knowing' which contains their values inherent in their professional lives and practices. It implies qualities, and dispositions of the teachers not objectified, but are simply inherent in the already embedded ones-informing their practices and entailing the independence of the world of objective mind (Habermas, 1986; McNiff, 2002).The case demands empowerment, which in turn entails moral, epistemological, ontological, and methodical positions of the teachers to invest much effort and many talents for the betterment of their classroom practices. These positions demand professional autonomy to think and act rationally and consensually as opposed to a forced or manipulated one-entailing the close relationship between rationality and knowledge (Kemmis, 1995;Habermas, 1986). This line of though: a) qualifies EFL teachers as logical, sensible and capable professionals to make prudent decisions and take wise actions to bring change based on intelligent thinking and understanding rather than on emotion or on established norms and rituals; and b) challenges the notion th...

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Motivating and/or de-motivating environments to do action research: the case of teachers of English as a foreign language in Ethiopian universities

Cited by 15 publications

References 9 publications

Enhancing students' understanding and skills on dance music: An action research

Enhancing students' understanding and skills on dance music: An action research

Enacting Agency and Valuing Rural Identity by Exploring Local Communities in the English Class

University Teachers’ Knowledge of- and about- Action Research: The Case of Teachers of English as a Foreign Language (EFL) at Two Ethiopian Public Universities

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