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Finding out what my students think about my teaching
Ananthita Sparrow
Ananthita Sparrow
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Date
2026
Educational Level
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
Thailand
Abstract
Context: The investigation takes place within an upper secondary school in rural Thailand, where the researcher teaches Japanese and English. The educational environment aims to replicate the standards of urban schools, employing a Project Based Language Learning (PBLL) approach that engages students in active learning through collaborative projects on environmental topics.
Aims: The principal aim of this exploratory action research is to evaluate students' perceptions of the teaching methods implemented. Specifically, it seeks to assess the effectiveness of PBLL and active learning strategies in enhancing student motivation and language proficiency, as well as to identify any barriers faced by students in their participation.
Methods: Data collection involved reflective writing by the teacher, class observations, and students' written feedback via prompts about motivation and teaching effectiveness. An open-ended questionnaire was also used to gather insights on students' views regarding the teaching methods and their learning experiences.
Findings: The study revealed that while the majority of students appreciated the PBLL and active learning approaches, some expressed concerns about the pace of lessons and the teacher's method of engaging students. Although students enjoyed group activities and found them beneficial for learning, a number of quieter students felt uncomfortable with certain participation methods. Overall, students reported improvements in language proficiency and creativity as a result of the teaching strategies employed.
Implications: The findings suggest that understanding student perceptions can lead to improved teaching strategies and more effective classroom engagement. The study highlights the necessity of flexibility in teaching methods to cater to diverse student needs. It underscores the importance of student agency in project selection and presentation formats, which can result in enhanced participation, especially among lower-performing students. The experiences from this research may encourage other educators to explore their teaching strategies and adapt them according to student feedback.
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Keywords
English language learning, exploratory action research, project-based learning, active learning, student feedback, |classroom dynamics, teacher reflection