Overview Who are we? What is action research? Two successful projects Your ideas for action research What’s next? bee le te coe url Scanned withCambridge English Language Assessment ¢ Aleading English language learning and assessment provider ¢ Driven by world-class research and continuous innovation * Committed to: * educational excellence © language learning that benefits society beet oe ural Scanned withWhat is action research? We want your ideas... What do you already know about action research? * How does it work? * Have you tried it out? * If so, did you do it yourself or with others? Can-bridge English Scanned with CamSeanerA definition a self-reflective, systematic and critical approach to enquiry participants are actors but also researchers aim to identify ‘problematic’ situations, gaps, or issues bring about critically informed changes underpinned by democratic principles bee Tete aril Scanned withThe action research cycle Develop a plan to improve what is already happening Act to implement the plan Observe the effects of the critically informed action context Reflect on these effects to inform further planning, critically informed action, [etc.] through successive stages. Reflect my U Observe) | Act Reflect | Observe S Act (Kemmis & McTaggart, 1988:10) a ( Plan Scanned withp Brendan’s action research How can students be encouraged to become more aware of the specific aspects of their pronunciation difficulties? Brendan explored students’ current awareness of difficulties and previous experience of instruction through a survey. Students did a self-assessment using a needs analysis checklist of segmental and suprasegmental skills. They evaluated their comprehension of native and non-native speakers, concluding that nativeness wos not a pre-requisite for comprehensibility. Students recorded themselves speaking and analysed their own difficulties. After completing several pronunciation activities on personal difficulties they were re-recorded and completed a further survey. Leelee ok ur ae Scanned withCase study 2: Judith Watkins | Context: * Language college in Northern England * Mixed nationality group at intermediate/upper intermediate * General English course * 18hrs a week for c.12 weeks * Most intending to study for a Master's Focus: extensive reading programme (ERP) Goal: To investigate the effects of implementing an ERP on her students’ reading fluency and speed, and on their attitude to reading. amScanner Scanned withJudith’s action research What would be the effects of an ERP on my students’ reading fluency and speed and on their attitude to reading in English? The students completed 2 questionnaires about their reading habits. Students also took a reading speed test based on a graded reader; a control group also completed the timed reading tests only. Judith implemented the ERP in 30 mins of class time twice a week over 5 weeks by providing graded readers and authentic journals. Judith participated by reading herself and made observations of the group. Students had a focus group discussion about their reading and completed a reading record every time they finished a book After the 5 weeks, students participated in a group discussion to provide feedback and were interviewed. Ceara uri) Scanned withOver to you Discuss an area you could research in your classroom * Whatis the issue? Why is it important to you? * How could you go about investigating this area? * What data could you collect to show what is happening? Scanned with CamSeanerWhat is Action Research? Danny Burns Participation Cluster Institute of Development Studies well I'm going to get straight into it so that we do as much as we can No connection Scanned with CamSeanner‘Participatory Action Research aims to understand and improve the world by changing it. It transforms the role of those who usually ‘participate’ as subjects of research. Instead those directly affected become active researchers and agents of change who collectively act, produce change and create new knowledge’ Loewenson et al (2014) ‘Scanned with CaseannerKey features of Action Research * Learning in Action *Co-researchers not research subjects * Research with the explicit purpose of creating change * Emphasis on the emotional as well as analytical logic * Iterative and real time knowledge generation Scanned with CamSeannerVd Ul a}oA9o uolqoe ay ‘Scanned with Caseanner—_ “a Evaluate Analyse impact situation Take Action Generate new theories of change Plan Action Adapted from Burns (2014) ‘Scanned with CaseannerAction Learning and Reflective Practice Co-operative Inquiry Participatory Action Research Systemic Action Research Individual Group Community System ‘Scanned with CaseannerMultiple Methods * Dialogic processes (action research groups, Open Space, World Café, Future search ...) * Narrative analysis * Qualitative methods (interviews, focus groups, observation) * Participatory Statistics * Collective analysis processes * Mapping (GIS, system mapping, network mapping ..) * Visual Methods — photo voice, * Performative methods (participatory theatre, community radio, constellations) * Traditional quantitative data ... ‘Scanned with CaseannerA sequence of Action Research meetings &] MONTH 1 ©Danny Burns Meeting 1 Identify focus of group Set ground rules Establish key issues Have a good overview discussion Identify what more information you need and which new people you need Meeting 2 Recap on previous discussion Deepen the discussion from meeting 1 Identify key issues for the group Establish what is working and what is not Identify information that is still needed SBD CC oveciing Gathering new Information between meetings Action and Activities > between meetings Meeting 3 and ongoing meetings Generate ideas about what needs to be done and how change might happen Generate creative ideas and actions Assess the impact of actions already taken _ * a> MONTH 12 ‘Scanned with Caseanner©Danny Burns Iness and loans Pet a. INGO learning meeting Local AR meeting A= Action between meetings scanned withMyanmar peace action research process * Working in Kachin and Northern Shan state * Collection of multiple narratives, collective analysis, creation of action research groups. * Laiza action research groups focusing on drugs, IDP host community relations, and resettlement and return. ‘Scanned with CaseannerSome early outcomes Mine Risk Education (MRE) and associated awareness raising for the first time in Myanmar’s most conflict affected area to more than 8000 people. Awareness raising on drug abuse and harm reduction for almost 7000 people. Aseries of relationship building activities and campaigns supporting social cohesion and violence reduction between IDPs and host communities that have involved hundreds directly, and positively impacted the behaviour of thousands indirectly. The initiation of dialog forums (four so far) in multiple locations in Kachin state, which are supporting the emergence of sub-national dialog in Kachin State, and have framed a action plan for state-wide and locally-led peacebuilding activities for the next two years. ‘Scanned with Caseanner