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.
Exploratory action research on handling a large class
(2023) Muhumed, Abdisalan
Context: This study focuses on the exploration of managing large classes at Jigjiga University, Ethiopia, specifically within the College of Dryland Agriculture, Department of Human Nutrition. It addresses the challenges faced in teaching undergraduate students aged 20 to 30 in oversized classes. Aims: The primary objective is to identify and implement effective strategies to enhance teaching and learning efficiency in large classes, aiming to improve student engagement and academic performance. Methods: Through exploratory action research, the study utilized focus group interviews with students, peer observations, and interviews with colleagues to assess the impact of large class sizes on teaching and learning experiences. Findings: Results indicated student dissatisfaction with large class environments, citing difficulties in active learning and teacher-student interaction. The study found that implementing a "think-pair-share" strategy, introducing peer feedback mechanisms, and utilizing team assignments improved student engagement and learning outcomes. Implications: The research highlights the effectiveness of learner-centered strategies in large classes, favouring the adoption of interactive and collaborative teaching methods to foster a more engaging and productive educational environment.
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.
Supporting teachers teach writing in challenging contexts
(2023) Kane, Patrice; Tangara, Moussa
Context: This research investigates teaching writing skills at secondary schools in Mali, targeting teachers and students aged 14 to 17. It explores the challenges of teaching writing in a remote environment exacerbated by the COVID-19 pandemic. Aims: The study aims to improve the teaching of writing skills through WhatsApp mentoring, addressing teachers' lack of engagement and methodologies in writing instruction. Methods: A qualitative approach was utilized, involving focus groups and questionnaires. Teachers provided videos and photos of their writing instruction, with ten teachers from Koulikoro, Sikasso, and the district of Bamako participating. Findings: Teachers predominantly assigned essays and letters for homework but lacked specific approaches for teaching writing. The study introduced the product and process approaches to writing, alongside two writing activities, leading to enhanced teacher motivation and student engagement in writing tasks. Implications: The findings underscore the effectiveness of innovative approaches and technology in teaching writing skills. Introducing the product and process approaches, along with implementation of engaging activities, can improve writing instruction and student outcomes.
Students' difficulties with reading comprehension
(2023) Kevin, Anita Nchat
Context: The research was conducted at Amina Dyslexia Centre in Kaduna State, Northern Nigeria, focusing on students aged 10 to 14 from mid-income urban families. It explores reading comprehension difficulties in learners with dyslexia. Aims: To understand the root causes of dyslexic learners' difficulties with reading comprehension and design effective strategies to enhance their reading and comprehension skills. Methods: Data collection involved a focus group interview with eight learners and reflective journaling by the teacher, aiming to capture both learner perceptions and teacher insights on reading comprehension challenges. Findings: Learners experienced difficulty with word pronunciation and vocabulary, affecting their comprehension. The teacher identified a lack of understanding of text structure and foundational vocabulary as key barriers. An action plan incorporating age-appropriate texts, spelling rule revision, read-aloud sessions, pair reading, and vocabulary instruction improved learners' comprehension and engagement. Implications: Tailoring reading strategies to the needs of dyslexic learners, including the use of appropriate texts and collaborative learning approaches, can improve comprehension. This study highlights the value of reflective practice and learner involvement in overcoming educational challenges.

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