CCF20110611026

£5 deciding how many lessons are going to be observed, how many people are going to be involvedjn it, how long it may take, etc.

1 devise any materia!?; you peed in order to carry out your research{observation sheets, quesi;ionnaires, tests, etc.)

£1 carry out the research

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7. Someofthe haracteristics of action research:

a)

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b)

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-'is the research design such that we can confidently claim that the°outcomes are a resuit of the experientia! treatment? Is the research design such that we can generalise beyond the stbjects under irwestigation to a wider population?' (Nunan)

K|/_____'woeld an independent researcher, on re- analysing

the data, come&o the same conclusion? Would an independent researcher, on. replicating the study, corne to the same conclusion?'(Nunan)

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' ^ th.l {\cLri______ftonducled in classroom, under conditions

as they are, not as contriyed for an experiment).

possibie, but the rieed ror support the need forcoliaboratiye, group based actiyity).

research by an isoiated constrtictiyę criticism indicates

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5. Probfems in dofng action research:

0a) lackof _

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Is it worth doing?

'Slowly, the profession as a whole is reaiising that, no matter how much intellectua! energy is put into the invention of new methods {or of new approaches to syllabus design, and so on), what really matters is what happens when teachers and learners get together in the classroom ... This shift in emphasis from concentrating on planning decisions ... to concentrating on looking at what actually happens in the classroom, has led researchers to have much greater respect for classroom teaching. The morę we bok, the morę we find, and the morę we realise how complex the teacheds job is. And teachers, in their tum, faced