Understanding our learners and developing reflective practice: Conducting action research with English language learners

Sowa, Patience

doi:10.1016/j.tate.2009.04.008

Cited by 62 publications

(61 citation statements)

References 12 publications

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“…In fact, two participants chose not to attend the stimulated recall sessions. To account for my dual role of participant and researcher, I asked colleagues in a research group to read my data and comment on it as "critical friends" (Sowa, 2009). The feedback from these colleagues was extremely valuable in opening up interpretations I had not considered.…”

Section: Participantsmentioning

confidence: 99%

Contributions and silence in academic talk: Exploring learner experiences of dialogic interaction

Engin

2017

Learning, Culture and Social Interaction

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The benefits of dialogic interaction which engenders academic talk are greater understanding of concepts and ultimately higher educational standards. However, recent research suggests students, both home and international, face certain challenges in contributing to dialogic interaction in a higher education context. This article reports on a study which explored learner experiences of dialogic interaction and reasons for contributing or remaining silent. Data were gathered from a one-semester postgraduate module at a UK university through interviews, audio recordings of sessions, stimulated recall sessions and course assignments. Results suggest that sociocultural factors such as confidence in language, confidence in knowledge, previous educational experiences, and expectations of roles influenced the learners' willingness to contribute to the academic talk.

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Section: Participantsmentioning

confidence: 99%

Contributions and silence in academic talk: Exploring learner experiences of dialogic interaction

Engin

2017

Learning, Culture and Social Interaction

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“…That being said, scholars also note the challenges research creates for teachers, with time being an ever-pressing constraint upon the process (Borg, 2007;Massey et al, 2009;Sowa, 2009;Tavakoli & Howard, 2012) as teachers attempt to balance the needs of their classrooms and their research (Li, 2006) and try to shape their learning into suitable representations for the academic community (Smiles & Short, 2006).…”

Section: Teacher Research: Benefits Challenges and Unknownsmentioning

confidence: 99%

Emerging Critical Literacy in Teachers as Novice Researchers

Kukner

2013

AJTE

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“…These features are also borne out by the present case study. The second article worth mentioning (Sowa 2009) shares even more significant similarities with this one: the goal was also to teach AR to preservice teachers who were pursuing an MEd in the professional area of Englishlanguage education. Important differences, however, distinguish the two studies, especially concerning the number of students that took part in each master's course (50 in my case, eight in Sowa's), and also the specific context of English-language education (English as a foreign language, in this case; English as a second language, in Sowa's).…”

Section: Introduction: Meta-action Researchmentioning

confidence: 99%

“…Against the negative trend emphasized by Van Sluys (2010, 141), my students and I were actually both the subjects and the objects of our research; both researchers and researched subjects. As in Sowa (2009Sowa ( , 1027, AR also formed part of the syllabus of the module, one of the goals of which was to teach AR. As stated in the academic guide, the subject was mainly devoted to, 'familiarizing pre-service teachers with different innovation practices in education, i.e.…”

Section: Introduction: Meta-action Researchmentioning

confidence: 99%

Meta-action research with pre-service teachers: a case study

Castro

Sebastián²

2014

Educational Action Research

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This article analyses a case of action research collaboratively conducted by a university teacher and 50 students in a master's course in teacher training. Its originality resides in the socio-economic, academic, and conceptual nature of the obstacles encountered in the module; in the meta-theoretical orientation of the action research that was chosen to overcome them; and in how triangulation strategies were devised to compensate for the limitations imposed by the academic framing of the course. In spite of the brevity of the research cycle, both the structure of the course and teacher-student interaction improved rapidly and significantly, as did the latter's trust in the teacher. As a result, important advances in learning also ensued, and the pedagogical potential of this research method was thereby confirmed.

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Understanding our learners and developing reflective practice: Conducting action research with English language learners

Cited by 62 publications

References 12 publications

Contributions and silence in academic talk: Exploring learner experiences of dialogic interaction

Contributions and silence in academic talk: Exploring learner experiences of dialogic interaction

Emerging Critical Literacy in Teachers as Novice Researchers

Meta-action research with pre-service teachers: a case study

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