Action research to support teachers’ classroom materials development

ABSTRACT

Language teachers constantly create, adapt and evaluate classroom materials to develop new curricula and meet their learners’ needs. It has long been argued (e.g. by Stenhouse, L. [1975]. An Introduction to Curriculum Research and Development. London: Heinemann) that teachers themselves, as opposed to managers or course book writers, are best placed to develop context-specific materials that effectively and affectively engage learners. However, a systematic approach is required for materials development, and one practical option is through action research. Action research enables teachers to investigate learners’ reactions to new materials, and work with them to develop engaging context-specific materials. To illustrate how action research can successfully support materials development, this paper reports on a classroom-based project the first author (Emily) conducted at her college in Australia. The project was part of an innovative national programme for the Australian English Language Intensive Courses for Overseas Students (ELICOS) sector, initiated and facilitated by the second author (Anne) and the ELICOS peak body English Australia. An Assessment for Learning (AfL) theoretical framework was adopted to integrate lesson materials and assessment, based on learner needs. At the college, previous assessment preparation materials had been ad hoc, so Emily explored what materials would best support her learners in preparing for written assessments and feedback. Innovative classroom materials were developed in negotiation with learners, who were actively involved in the process through interviews, focus groups and surveys. Findings included improved AfL classroom materials and new self-study resources, as well as increased learner motivation. The paper concludes with analysis of the implications of using action research for materials development.

KEYWORDS:

• Action research
• materials development
• assessment for learning
• teacher research

Disclosure statement

No potential conflict of interest was reported by the authors.

Funding

This work was partly supported by Cambridge English Language Assessment's funding of the English Australia Action Research in ELICOS Program.

Notes on contributors

Emily Edwards is a Ph.D. in Education candidate at the University of New South Wales, Australia, and also an Academic English and Literacy teacher. She took part in the English Australia-Cambridge English Language Assessment Action Research in ELICOS programme in 2012, and this led on to a Ph.D. exploring the impact of action research on English language teachers. Emily has published in Cambridge Research Notes, the English Australia Journal, TESL-EJ and the British Council Innovation series.

Anne Burns is Professor of TESOL in the School of Education, University of New South Wales, Australia. She is also Professor Emerita at Aston University, Birmingham, and an Honorary Professor at the University of Sydney. She is well known internationally for her work in teacher education and action research and has published extensively in these areas. She facilitates the annual English Australia-Cambridge English Language Assessment Action Research in ELICOS Programme, now in its sixth year.

Notes

1 Funded by Cambridge English Language Assessment.

2 All names of students in this paper are pseudonyms.