Action Research to Support Teachers' Classroom Materials Development

Autor/inn/en	Edwards, Emily; Burns, Anne
Titel	Action Research to Support Teachers' Classroom Materials Development
Quelle	In: Innovation in Language Learning and Teaching, 10 (2016) 2, S.106-120 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2015.1090995
Schlagwörter	Action Research; Material Development; Foreign Countries; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Intensive Language Courses; Foreign Students; Student Evaluation; Goal Orientation; Independent Study; College Students; Australia + Suchen Sie Ihr Suchwort? Projektforschung; Lehrmaterialentwicklung; Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Intensivkurs; Sprachkurs; Schulnote; Studentische Bewertung; Zielorientierung; Zielvorstellung; Selbststudium; Collegestudent; Australien
Abstract	Language teachers constantly create, adapt and evaluate classroom materials to develop new curricula and meet their learners' needs. It has long been argued (e.g. by Stenhouse, L. [1975]. "An Introduction to Curriculum Research and Development." London: Heinemann) that teachers themselves, as opposed to managers or course book writers, are best placed to develop context-specific materials that effectively and affectively engage learners. However, a systematic approach is required for materials development, and one practical option is through action research. Action research enables teachers to investigate learners' reactions to new materials, and work with them to develop engaging context-specific materials. To illustrate how action research can successfully support materials development, this paper reports on a classroom-based project the first author (Emily) conducted at her college in Australia. The project was part of an innovative national programme for the Australian English Language Intensive Courses for Overseas Students (ELICOS) sector, initiated and facilitated by the second author (Anne) and the ELICOS peak body English Australia. An Assessment for Learning (AfL) theoretical framework was adopted to integrate lesson materials and assessment, based on learner needs. At the college, previous assessment preparation materials had been ad hoc, so Emily explored what materials would best support her learners in preparing for written assessments and feedback. Innovative classroom materials were developed in negotiation with learners, who were actively involved in the process through interviews, focus groups and surveys. Findings included improved AfL classroom materials and new self-study resources, as well as increased learner motivation. The paper concludes with analysis of the implications of using action research for materials development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01