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Teachers' Requirements and Learners' Needs: Can Action Research Help Language Teachers Overcome This Conundrum?

Vicars, Mark (2009) Teachers' Requirements and Learners' Needs: Can Action Research Help Language Teachers Overcome This Conundrum? Primary English Education, 15 (2). pp. 203-221. ISSN 1226-461X

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Abstract

This paper explores the use of action research for developing pedagogical decision-making skills within EFL teaching contexts. It considers how Action Research methodology, in the EFL classroom, can transform the experience of teaching and learning English as a foreign language. The paper draws on data taken from a study that used a creative drama approach to intervene in prescribed and mandated EFL curricula and pedagogy with Thai students who had difficulties with English speaking and listening and process writing skills. The thematic concerns addressed fall into four broad categories: motivating students, introducing new methods or changing methods, increasing learner to learner interaction and teaching large mixed ability classes. It suggests how action research can help EFL practitioners develop effective teaching and learning practices by becoming responsive to, and by drawing, on the cultural capital of learners.

Item Type: Article
Uncontrolled Keywords: ResPubID16999, action research, pedagogical decision-making skills, English as a foreign language (EFL) teaching, creative drama approach, Thai students, English speaking, listening, process writing, motivating students, learner to learner interaction, mixed ability classes, cultural capital of learners
Subjects: Faculty/School/Research Centre/Department > School of Education
FOR Classification > 1302 Curriculum and Pedagogy
SEO Classification > 9302 Teaching and Instruction
Depositing User: VUIR
Date Deposited: 18 May 2012 01:42
Last Modified: 18 May 2012 01:42
URI: http://vuir.vu.edu.au/id/eprint/4657
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