Teacher Investigations of ELT Practice: ACE Action Research 2018
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Date
2018
Authors
Ruiz, Reina
Haliem, Rasha Osman Abdel
Pacheco, Luiz Carlos
Wozie, Geremew Garda
Palenfo, Augustin
Younas, Muhammad
El Haj Hassan, Sandy
Haj Hassan, Zeinab
Nascimento, Mariana Ruiz
Journal Title
Journal ISSN
Volume Title
Publisher
American English Institute, University of Oregon
Abstract
In 2017, the University of Oregon welcomed the first cohort to its Advanced Certification
in ELT (ACE) program. Educators from more than 20 countries exchanged ideas, formulated teaching philosophies, analyzed and revised the courses they teach, developed skills in an area of
specialty, and planned an action research project. In this volume, we are pleased to present eight articles reporting on action research projects completed by ACE alumni in 2017 and 2018. In action research, teachers use techniques such as surveys, observations, and document analysis to systematically collect information
within their own teaching context. The process begins with reflection to identify problems or issues that affect the classroom. This kind of reflection is central to teaching, and so is the practice of reading or discussing these issues to identify possible solutions. In action research,
teachers take the further step of planning for systematic data collection before, during, and/or after the implementation of their proposed solution. The collection and analysis of this data allows action researchers to move forward with greater confidence as they adopt their solution
into regular classroom practice, or further refine their ideas for another round of research. It also allows action researchers to share their findings with other teachers in reports like the ones in this volume.
Description
180 pages
Keywords
Flipped classroom, ESL, English language learners, Reading motivation, Reading comprehension, Second language instruction