Ready, Set, Research:

A Classroom Research
How-To
VANESSA ARMAND
CLAUDIA KUPIEC
MATT VAN SOMEREN
FEBRUARY 28, 2014
PRESENTED AT ILLINOIS TESOL & BILINGUAL EDUCATION
2014 CONFERENCE IN LISLE, ILLINOIS, USA

Fundamentals of Classroom Research

(The Rules of the Road)
Classroom vs. Traditional Research Methods
Things to Consider
Possible Pitfalls
Our Experience: Two Studies
What we learned:

Before you begin

During the study
After the study

Facilitated Discussion

Your experiences
Your ideas for research

Classroom vs. Traditional Research Methods

(The Autobahn vs. the Test Track)

Classroom (The Autobahn)

Lab (The Test Track)

Limited control over

Optimal control over

variables
Research participants as
subjects and students
Limited generalizability
of findings (lack of
variable control)
Immediate real-world
application

variables
Research participants
solely as subjects
Limited generalizability
of findings (perfect
world scenario)
Delayed real-world
application

Things to Consider
(What are the rules of the road?)

Why are you doing the research?

What will be gained from the process? From the findings? Consider:

Yourself
Your institution
Your students
The field

Will the number of participants = statistical significance?

Should you work with someone?
Working alone vs. collaborating
Working styles and professional skills
Sharing the workload
Coordinating courses (for collaborative research groups)
What are your institutions policies regarding human subject

research?
Institutional support?

Possible Pitfalls
(Potholes to avoid)

Teacher workload
Balancing course work and research work
Creating research instruments
Recording, organizing, analyzing, and reporting data
Inconclusive, negative, or flawed findings
Separation of class and research
Avoiding double jeopardy
Student burnout
Correlation of research to class content/objectives and student
learning outcomes

Avoiding a Crash. . .
(DONT BE LIKE US)

Before You Begin

(Pre-driving checklist)

Check your institutions student research

policies; train/certify if necessary

Research and read about whats already
been done
Formulate your research question

Formulating Your Research Question

Our research interest=
vocabulary acquisition
Connection between
speaking and writing?

Vocabulary apps
useful?

Does extended written

production (in a writing
class) enhance the
explicit instruction of
vocabulary in a
speaking/listening
class?

Do vocabulary-learning
apps help in the
acquisition and
retention of words
learned in a reading
class?

Before You Begin

(Pre-driving checklistcontinued)

Assess viability of research project

Identify your study and control groups
Find a research partner (or not)
Develop research instruments
Schedule research dates
Cancel your social life

During the Study

(Safe Driving Habits)

Record and organize data as you go

Copy and back up everything
Coordinate with co-researchers
Keep field notes
Stay consistent

After the Study

(Pulling into the garage)

Analyze the data to address the research

question
Sort the data several ways to find different
trends
Share your findings
Use data to inform your teaching

Your
turn to
share
(How do you
feel about
driving?)

For those who have conducted

classroom research:
Your experience?
Advice?
Additional pitfalls or
considerations?

For those who would like to

conduct classroom research:
What research would you consider
doing? Why?
Do you have any research questions
already in mind?
What has prevented or is preventing
you from conducting your research?

In conclusion
(Why Driving Is Cool)

Benefits of Undertaking Research

Collegial bonding/cross-teaching
Institutional improvements
Increased awareness of students abilities/challenges
Resume-building
Contributions to the field
Other ideas?

Questions? Feedback?
READY TO GO FOR A DRIVE?
What are your interests in academic research?
Do you have research studies which you want to conduct?
(Context? Background? Research question?
Materials? Purpose?)
How can you tailor your research question(s) to be more
effective?
What ideas has this presentation given you about how to
conduct academic research in your classroom?
Are you interested in publication/conference presentation?