Instructor: Dr.

Do Thi Phuong Mai, HNUE

Group 4: Viet Ha, Hong Nhung, Thuy Lien – K28
I. Definition

II. Characteristics

III. Research Cycle

IV. Advantages & Disadvantages

V. References

VI. Q&A
small-scale investigation

by teachers

specific classroom
problems

curriculum renewal &

professional
development
1. by insiders

2. any form of data

3. teacher behavioral & attitudinal change

4. no expectation of general ability

5. improve classroom practice

6. development of teacher theory

 NO agreement in the number & the
order of steps

 Any & all steps should be taken as

suggestive, reflexive & open-ended.
Initial
Exploration
Awareness

Initial Create a
Response Plan

Do the Plan Evaluate

Report
TREE’s response to noticing or
becoming aware of a problem, a
puzzle, or a problematic situation

TREE = Teacher – Researcher –

Educator – Evaluator
 Acknowledge-
General ment of external Ethical
Decision
awareness & internal dimension
sources
 Identify a Evaluate the Experiment
problem problem

Engage in Write a Compose a more

class quick memo complete second
observation memo
 Any response which addresses the
exploration & which is usually above
and beyond normal teaching activity
 Typical steps:
- Decide what action to take
- Brainstorm solutions
- Locate helpers
- Create a hypothesis
- Gather baseline data
- Initiate a literature review
 Outline of possible actions to take
 Typical steps:
- Create an initial hypothesis
- List research questions
- Deepen literature review
- Think about data & how to collect it
- Identify a block & focus on how to deal with it
- Write a memo
 Check the plan
Create a plan
carefully

Create an
Include a timeline
evaluation plan

Look again at the

Think about
research
reporting
questions
Present your findings to colleagues

Submit a proposal

Consider writing up the results

Decide on the next round of investigation

 Encourage teachers to reflect
on their practice
 Empower teachers
 Allow teachers to receive ideas
from academic researchers,
trainers & to implement those
ideas
 Lack “the rigor of true scientific
research” (Nunan, 1990)
 Stating problems as researchable
questions
 Little or no agreement on how to
report findings
1. Field, J. (1997). Key concepts in ELT: Classroom research. English Language Teaching
Journal, 51(2), 192-193
2. LoCastro, V. (1994). Teachers helping themselves: Classroom research and action
research. The Language Teacher, 18(2), 4-7
3. Markee, N. (1996). Making second language classroom research work. In J. Schachter & S.
Gass (Eds.). Second language classroom research: Issues and opportunities. Mahwah,
NJ: Lawrence Erlbaum
4. Markee, N. (1997). Managing curricular innovation. Cambridge: Cambridge University Press
5. Nunan, D. (1990). Action research in the language classroom. Second language teacher
education (pp. 62-81). Cambridge: Cambridge University Press
6. Nunan, D. (1993). Action research in the language education. Teachers develop teachers
research: Papers on classroom research and teacher development (pp. 39-50).
Oxford: Heinemann
7. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park,
CA: Sage