English Connects Action Research

Permanent URI for this collection

https://hdl.handle.net/20.500.14069/697

This collection contains 22 stories of classroom research conducted by teachers based in six countries in sub-Saharan Africa. Their reports illustrate their journey as teacher-researchers as part of the 'English Connects' Action Research programme organised and funded by the British Council. The purpose is to provide a generous collection of classroom research reports that can be used either to encourage and support other teachers to carry out research in their classroom or to understand the situations explored by these author-researchers, what they found and how they addressed them.

The programme began in March 2020, when 20 selected teacher educators from the ten participating English Connects countries in 2020 attended a one-week training event on ‘Updating methodology and implementing classroom research’, and 20 teachers attended a one-week training event on ‘Ideas for teaching and managing large classes’, with the aim of inspiring participants to carry out classroom research projects in their countries. They were then mentored remotely to undertake action research projects following on from the training event. While some participants carried out their research by themselves, others did so with a colleague, thus engaging in collaboration and dialogue during the development of their research.

After project completion, all participants were supported to present their findings at an online event, and for those interested in publication, further mentoring was offered to assist them in writing up their research projects. The second cohort of the programme began in February 2022. This time, 20 selected teachers and teacher educators from four countries were invited to participate in the programme dedicated exclusively to the learning and development of classroom research.

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Now showing 1 - 5 of 22

The appropriacy of reading texts to develop reading skills
(2023) Wozie, Geremew
Context: This study was conducted at the Ethiopian Police University Peacekeeping Language Centre, focusing on adult intermediate-level police officers in Addis Ababa, Ethiopia. These officers were being prepared for English-speaking UN peacekeeping missions. Aims: To improve the reading comprehension skills of the students by addressing the appropriacy of reading texts used in class, considering cultural relevance and vocabulary difficulty. Methods: The research utilized questionnaires, focus group discussions, and a reflective journal, involving 30 students. It aimed to understand students' perceptions of the reading texts, the difficulties they faced, and their suggestions for improvement. Findings: The study identified that the reading texts were culturally inappropriate for the students, making them difficult to engage with. Additionally, the vocabulary was too challenging, and the allocated time for reading practice was insufficient. Following adjustments to make the texts more culturally relevant and simplify vocabulary, students reported improved comprehension and engagement. Implications: The research underscores the importance of selecting culturally appropriate and linguistically accessible reading materials to enhance language learning. Materials should be adapted to the cultural context of students and there is a need to ensure vocabulary is comprehensible, facilitating better engagement and learning outcomes.
Exploring the use of smartphones for writing tasks in the English classroom
(2023) Mabarook, Sufian
Context: This research was conducted at a public secondary school in Khartoum, Sudan, focusing on Grade 9 students aged 16 to 18. The study addresses the potential of smartphones to enhance English writing skills, given students' limited resources and previous emphasis on reading skills over writing. Aims: The study aims to explore the effectiveness of using smartphones in writing tasks, assessing students' perceptions, the frequency and manner of smartphone use for writing, and the specific writing tasks facilitated by this technology. Methods: Data were collected through questionnaires, classroom observations, and a reflective journal, aiming to understand how smartphones could aid in managing writing tasks, accessing information, and collaborative learning. Findings: Students used their smartphones to gather information, review vocabulary, and manage writing tasks collaboratively. Effective uses included writing short paragraphs, emails, and messages on social media. Challenges included distractions and difficulties with typing and managing pages. Interventions improved students' ability to locate letters and use smartphone features effectively. Implications: The study highlights the potential of smartphones as valuable tools for engaging students in writing tasks, suggesting the need for strategies that minimize distractions while maximizing the educational benefits of mobile technology.
What system can I set up in my class in order to manage discipline?
(2023) Keita, Doussou
Context: The study addresses discipline management in a secondary school in Gouana, Mali, involving students aged 13 to 17. It focuses on the challenges of maintaining classroom discipline in large and diverse classes. Aims: To identify effective strategies for managing discipline within the classroom, aiming to enhance the educational environment and student engagement. Methods: The research utilized surveys for both teachers and students, internet research for additional insights, and implemented an action plan based on findings. It evaluated the impact of these strategies through video recordings and peer observations. Findings: Key strategies identified included enforcing school rules, promoting group work, organizing the classroom effectively, engaging students with interesting topics, and beginning classes with warm-up activities. Preliminary results suggested improvements in student behavior and engagement. Implications: The study highlights the importance of a structured approach to discipline management, incorporating both preventive and interactive techniques to create a conducive learning environment.
Exploratory action research on improving speaking skills in class
(2023) Ogudugu, Helen
Context: The research occurred at Nosakhare College of Education in Benin City, Edo State, Nigeria, focusing on first-year Nigeria Certificate in Education (NCE I) students aged 17 years and above, studying English. It addresses the reluctance of students to participate in speaking activities, motivated by the multilingual environment where English serves as a primary means of communication. Aims: To identify the reasons behind students' hesitance in speaking English in class and to develop strategies to improve their speaking skills and confidence. Methods: Utilizing questionnaires, focus group interviews, and a reflective journal, the study sought to explore students' perceptions of speaking English in class, the effectiveness of current teaching strategies, and the challenges faced by students in speaking English. Findings: Students appreciated speaking English in class and recognized its importance for fluency enhancement. However, they felt scared or shy about speaking in front of peers, struggling with pronunciation, grammar, and vocabulary. Introducing think-pair-share strategies, pre-speaking activities, and pronunciation practice led to increased comfort, improved pronunciation, and higher engagement in speaking activities. Implications: The study suggests that implementing cooperative learning strategies, pre-teaching vocabulary, and fostering a supportive learning environment can improve students' speaking skills and confidence. Interactive activities can promote collaboration and reduce anxiety among students, enhancing their oral communication skills.
Exploratory action research on students' reading difficulties
(2023) Ibrahim, Mohamed Abdalla
Context: This study takes place in Elnojoom Intermediate School for Girls in Northern Kordofan State, Sudan, focusing on Grade 1 students. It addresses the issue of reading comprehension difficulties, particularly with new vocabulary. Aims: The aim is to identify the comprehension challenges faced by students, their perceptions of reading in class, and their views on the reading strategies employed. Methods: A mixed-method approach was used, including questionnaires distributed to 31 students and the use of a reflective journal by the teacher to record observations and actions during reading activities. Findings: Students showed willingness to read but struggled with using contextual clues, tapping into prior knowledge, and decoding new words. The strategies used in class were viewed positively, but there was a gap in students' ability to apply these strategies effectively to enhance comprehension. Implications: The study suggests the importance of teaching reading strategies that enable students to use context clues, activate prior knowledge, and engage with texts more effectively. Tailoring strategies to meet the specific needs of students can improve comprehension and foster a more engaging reading experience.

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