Universidad de Jaén

1. CONCEPT: from research to classroom research

1.1. Definition: research and action research

1.2. Features of action research

1.3. Stages in a complete research cycle

1.4. Top-down vs bottom-up approaches: a key issue for teachers

1.5. The need for training of action-research teachers

1.6. The scope of classroom research: variables

            1.6.1. Presage variables

            1.6.2. Context  variables

            1.6.3. Process variables

            1.6.4. Product variables

1.7. Possible research lines

            1.7.1. An initial catalogue of potential topics for research

            1.7.2. Different research traditions in language teaching and learning

 2. RESEARCH PARADIGMS AND ACTION RESEARCH

2.1. Psychometric research

            2.1.1. Experimental and control groups

            2.1.2. Previous experiments

            2.1.3. Quasi-experiments

            2.1.4. True experiments

            2.1.5. Some criticisms

2.2. The ethnographic approach

            2.2.1. Its main features

            2.2.2. The need for some quantitative measures

2.3. Classroom observation

2.3.1. Interaction analysis

            2.3.1.1. Classroom observation systems

2.3.1.2. Code systems for interaction patterns

2.3.1.3. What can be observed in the classroom?

2.3.2. Classroom discourse analysis

            2.3.2.1. Classroom language

            2.3.2.2. Teacher talk

            2.3.2.3. Learner discourse

2.4. Action research in practice

2.5. Research on students' and teachers' beliefs

            2.5.1. Pre-action thoughts or beliefs

            2.5.2. Interactive thoughts or beliefs

            2.5.3. Post-action thoughts or beliefs

 3. COLLECTING AND ANALYZING THE DATA FOR RESEARCH IN THE CLASSROOM

3.1. Data collection instruments: what data to collect and how to collect them

3.1.1. Questionnaires

3.1.1.1. Advantages

3.1.1.2. Disadvantages

3.1.1.3. Actual procedures

3.1.2. Classroom observation worksheets: practical examples

3.1.3. Interviews

            3.1.3.1. Open interviews

            3.1.3.2. Semi-open interviews

            3.1.3.3. Semi-structured interviews

            3.1.3.4. Structured interviews

3.1.4. Case studies: an example of longitudinal research

3.1.5. Diaries: classroom examples

3.1.6. Tests

            3.1.6.1. Aptitude tests

            3.1.6.2. Achievement and progress tests

            3.1.6.3. Diagnostic and placement tests

            3.1.6.4. Standardised tests

3.2. Potential problems in collecting the data

3.2.1. Triangulation

            3.2.1.1. Data triangulation

            3.2.1.2. Investigator triangulation

            3.2.1.3. Methodological triangulation

            3.2.1.4. Theoretical triangulation

            3.2.1.5. Multiple triangulation

3.2.2. Reliability

            3.2.2.1. Test-retest reliability

            3.2.2.2. Inter-rater reliability

            3.2.2.3. Parallel form or alternate form reliability

            3.2.2.4. Internal reliability

            3.2.2.5. Reliability coefficients

3.2.3. Validity

            3.2.3.1. Content validity

            3.2.3.2. Concurrent validity

            3.2.3.3. Predictive validity

            3.2.3.4. Construct validity

            3.2.3.5. Item difficulty and discrimination index

3.2.4. Generalizability

3.2.5. Ethical considerations

3.3. Analysing the data qualitatively and quantitatively: practical examples

            3.3.1. Qualitative research data

3.3.2. Descriptive research data: frequencies, central tendency measures, and standard deviation

            3.3.3. Correlational research data: the Pearson’s correlational coefficient.

3.3.4. Multivariate research data: multiple regression, discriminant analysis, and factor analysis

            3.3.5. Experimental research data

 4. DISCUSSING PRACTICAL PROPOSALS FOR CLASSROOM-ORIENTED RESEARCH

4.1. Formal analysis

4.1.1. Steps for a research project

4.1.2. A standard layout

4.2. Content analysis

4.3. A practical example of a research project

M5 Group/Individual tutorials on the virtual platform and through e-mail: supervision of tutored assignments.

Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support

S1 Active participation in the virtual debates in the Group Forum within the allocated dates (debates, case studies or tasks). 20%

S3 Writing assignments, developing case studies and doing several tasks. 20%

S7 Submission of a written assignment evincing that the student masters the main concepts in the subject. 60%

EVALUATION CRITERIA FOR THE PARTICIPATION IN THE VIRTUAL DEBATES (GROUP FORUM):

- Degree of participation.

- Active involvement in the topics for debate.

- Degree of interaction with the other members of the group in the forum.

- Originality in the debate contributions.

EVALUATION CRITERIA FOR CASE STUDIES, TASKS, AND THE WRITTEN ASSIGNMENT:

- Adequacy to the assigned topic.

- Organization and structural clarity.

- Grammar accuracy.

- Lexical richness and appropriacy.

- The use of academic register.

- Application of specific terminology related to the subject.

- Appropriate use of  bibliographical references and citation conventions.

- Originality and critical stance.

It does not apply, since the subject is taught entirely online.

This subject is taught entirely online.

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