Camtree Digital Library (Univ. of Cambridge)
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Developing listening comprehension skills
Get PDFContext: This study was conducted at Escuela Normal No. 1 de Toluca in Mexico, where the focus was on developing listening comprehension skills among a group of eight female third-year English language teaching trainees (LESI programme). The students, aged 20-22, had an average language proficiency level of B1, but their listening skills were notably weaker, often scoring at A2 level in mock exams. Given the students' need for B2 certification as future English teachers, improving listening comprehension was a priority.
Aims: The project aimed to identify strategies to improve students' listening comprehension skills and confidence. Specifically, it explored the impact of pre-teaching vocabulary and teaching inference strategies to help students approach listening tasks more effectively and prepare for certification exams.
Methods: Data were gathered using student questionnaires, reflective journal notes, peer observation, and student interviews. During the intervention, Mel pre-taught key vocabulary before listening tasks, introduced the strategy of inferring meaning using a structured chart, and provided practice with certification-style exercises. Participation was encouraged using a "Card-O-Matic" technique to ensure all learners were engaged.
Findings: Pre-teaching vocabulary significantly improved students' comprehension, as it activated prior knowledge and clarified meanings before listening. The inference strategy helped learners extract information by cross-referencing prior knowledge with details from the audio. Most students found the strategy straightforward after repetition and reported greater confidence in approaching listening tasks. Additionally, the structured exercises increased awareness of listening exam formats, and student performance improved on mock exams, with some learners achieving B2-level certification.
Implications: This study demonstrates that teaching listening strategies explicitly, such as pre-teaching vocabulary and practising inference, can help learners improve their comprehension and confidence. Teachers in similar contexts might explore these approaches, particularly in exam-focused environments, to provide students with tools for better performance
Boosting interactive activities at the 'Escuela Normal de Teotihuacan' (ENT)
Get PDFContext: This study was conducted at the Escuela Normal de Teotihuacan (ENT), a teacher training college in the State of Mexico. The participants were 30 first-semester Spanish students aged 18 to 33, at CEFR A1 level. The students had three 100-minute English classes per week, where they favoured interactive and kinaesthetic learning. The research occurred during the 2019-2020 academic year.
Aims: The research aimed to explore and enhance the use of interactive activities to improve students' confidence and ability to communicate in English. Specific objectives included understanding interactive activities, identifying their types and students' perceptions of them, and developing an intervention to foster meaningful communication through such activities.
Methods: The researcher utilised three primary methods: background reading, reflective journaling, and a student questionnaire. The reading provided theoretical insights into interactive activities, while the journal documented classroom interactions and activity effectiveness. The questionnaire captured students' preferences, feelings about interaction, and suggestions for activities. A peer observation protocol was also employed to gather additional feedback on classroom dynamics during the intervention.
Findings: The data revealed that students preferred working in pairs and engaging in interviews and discussions. They valued materials and activities promoting genuine communication, reporting that interactive tasks reduced monotony and improved confidence. A six-lesson intervention using structured pair work and personalised charts resulted in increased comfort and engagement in English communication. Peer observations corroborated the positive student attitudes and active participation.
Implications: The findings suggest that carefully designed interactive activities can enhance students' speaking skills and collaboration. Teachers might consider incorporating similar strategies, such as structured interviews and meaningful communication tasks, to foster confidence in language use. Engaging students in the planning and feedback process can further tailor activities to their needs and preferences
Collaborative learning and moral reasoning in the Religious Education classroom. A case study of a year 8 class
No full textThis case study of a year 8 class explores if collaborative learning could help year 8 pupils develop both their moral reasoning skills and increase their retention of RE subject knowledge. The research assumes that knowledge is epistemologically grounded in a ‘knowledge rich’ curriculum with ‘moral reasoning’ understood through a Kohlbergian framework of moral development, in contrast to postmodern or character-based approaches. Through observation of pupils’ engagement with collaborative learning, analysis of group and individually produced answers, and qualitative analysis of Kohlbergian style moral dilemmas to investigate the extent to which pupils engaged with collaborative learning tasks, retained knowledge of RE subject knowledge (Christian ethics) and developed their moral reasoning skills. Overall, findings suggest that collaborative learning could help some pupils learn and retain subject knowledge. However, collaborative learning was largely ineffectual at helping pupils develop their moral reasoning skills, with pupils limited to preconventional and conventional stages of moral reasoning
Queering the English Classroom: could Year 9 students’ learning about Shakespeare’s The Merchant of Venice be enriched by studying its LGBTQIA+ themes?
No full textHeteronormativity is commonplace in schools, highlighted by the 2019 protests concerning LGBTQIA+ education at Parkfield Community School in Birmingham and the prevailing pathologizing narratives disseminated by LGBTQIA+ charities. This study explores how heteronormativity could be challenged in the English classroom and whether this process could improve indicators of attainment in the subject of English as well as pupils’ knowledge of LGBTQIA+ topics and issues. The investigation was undertaken with Year 9 students from a state-maintained, non-selective, all girls secondary school. Findings suggest that English as a subject, particularly the works of Shakespeare, offer an excellent opportunity to challenge heteronormativity in the classroom
Helping students to face exams
Get PDFContext: This study took place at Escuela Normal de Coatepec Harinas, a public teacher training institution in the State of Mexico. The participants were 21 second-year students (15 women and 6 men) aged 19-21, at CEFR A2 level. The students struggled with English exams, experiencing high levels of stress and poor results, which often did not reflect their actual knowledge. The teacher aimed to help them face exams more effectively.
Aims: The research aimed to understand students' attitudes and challenges related to exams and to explore how mindfulness and relaxation techniques could improve their emotional state and exam performance. Specific objectives included identifying factors affecting exam performance, exploring emotional barriers, and testing strategies to reduce stress.
Methods: Data collection involved a questionnaire, reflective writing, and lesson plan analysis. The questionnaire addressed students' feelings about exams, their perceived performance, and useful preparation activities. Reflective writing tasks captured personal insights on exam challenges. Lesson plans were analysed to evaluate how class activities aligned with exam requirements. Additionally, students kept records of relaxation practices and preparation time. After an intervention using mindfulness and music, feedback was gathered via a second questionnaire and WhatsApp voice recordings.
Findings: The data confirmed that students faced significant emotional barriers, including anxiety, stress, and self-doubt, often accompanied by physical symptoms like headaches. While most students recognised that class activities aligned with exams, they felt unprepared emotionally. The intervention involved breathing exercises, mindfulness, and music to reduce stress. Feedback revealed that these techniques helped students feel more relaxed and focused. A majority reported improved exam performance, with results showing significant grade increases for most students.
Implications: The findings underscore the importance of addressing emotional factors in exam preparation. Teachers might consider integrating mindfulness and relaxation techniques to create a more supportive environment. Students may also benefit from strategies that help them manage stress and build confidence, which could improve both academic outcomes and well-being
Pragmatics instruction in the training of English teachers
Get PDFContext: This study was conducted at the Normal of Tenancingo, Mexico, with a group of 14 third-semester undergraduate students studying to become English teachers. The students, mostly at CEFR A1-A2 levels, were learning Pragmatics, a recently introduced subject in the teacher training syllabus. Pragmatics, which focuses on interpreting intentions and contextual meanings in communication, posed challenges for the students due to their low language proficiency and reliance on literal translation.
Aims: The project aimed to identify effective strategies to teach Pragmatics practically and meaningfully. Specifically, it sought to raise students' awareness of how language functions in context, help them exemplify pragmatic concepts, and use appropriate resources to make learning engaging and comprehensible.
Methods: The study employed questionnaires, focus group discussions, and reflective journal entries. During the implementation, Guillermina introduced strategies such as pre-teaching key vocabulary with images, using multimedia resources (e.g., videos, comic strips, songs), and designing practical exercises where students produced their own examples of speech acts. These actions aimed to make Pragmatics accessible and relevant to students' lives.
Findings: Students expressed interest in learning Pragmatics and found it useful for communicating and teaching. Pre-teaching vocabulary improved comprehension, as students used the words during practical tasks. Resources like images and short videos were particularly effective in clarifying abstract concepts. Students demonstrated greater awareness of contextual factors in communication and could explain and exemplify speech acts, though a few still struggled with production. Practical activities, such as creating dialogues and applying Pragmatics theories, were well-received, enhancing students' understanding and engagement.
Implications: This study highlights the value of using multimedia resources, pre-teaching vocabulary, and designing practical tasks to teach Pragmatics effectively. Teachers might explore these approaches to help learners develop awareness of language use in context, even at lower proficiency levels. Directly involving students in the learning process and considering their feedback can provide valuable insights to improve teaching practices
How can critical thinking best be developed in adolescents through a dialogic classroom approach?
No full textBackground and purpose: The rationale for this investigation came from observing student interaction. Students showed reluctance to think and reason independently, to share ideas respectfully, and responses were often combative. This inquiry sought to challenge students to listen and engage respectfully and intelligently, as well as improving their critical thinking skills.
Aims: The inquiry focus was the development of critical thinking skills through dialogic talk around a range of topics, encouraging students to articulate their viewpoints using reasoning and credible evidence, and to listen, engage and respectfully challenge the ideas of their peers.
Study design or methodology: This project used a practitioner inquiry approach, involving five students (3 girls; 2 boys) aged 12-13. The institution was my place of work and sessions occurred during normal scheduled lessons. Dialogic Talk occurred weekly for six weeks, with all sessions video recorded. Data was transcribed and coded for analysis. Following the inquiry I created a Scheme of Work, Lesson Plan and Evaluation guide for teaching a 6- session module on Dialogic and Critical Thinking.
Findings: Inquiry data proved too limited to show conclusive quantifiable change in critical thinking skills. Individual students did, however, display “breakthrough” moments of understanding or offer quality reasoning. Students’ discussions retained much of their disputational character, and while students seemed to make some gains in quality of the dialogue over time, this tended to be incidental and random.
Conclusions, originality, value and implications: Students seemed to enjoy being challenged with real-world issues, and contribute their own perspectives. I felt they appreciated the opportunity to think independently and have opinions. While the project’s scope meant its impact was limited, the individual changes observed in students offered hope that the program could have lasting impact if applied consistently. The inquiry has inspired me to add a dialogic element to my teaching practice
“Does what and how I read have an effect on my learning across the curriculum?”: An exploration of year 4 pupils’ perspectives on independent reading
No full textReading is a fundamental skill that aids learning across the curriculum and is essential to success in school and beyond; indeed, in 2002 the OECD found that reading enjoyment surpasses even socio-economic status in its centrality to educational success. Using a questionnaire alongside semi-structured interviews of a selected sample, this study enquires about children’s feelings towards independent reading and its relation to their schoolwork. It finds that the choice of material available to them and the presence of a supportive reading role model in the shape of a parent, most often a mother, are crucial extrinsic factors in their reading lives
In what ways does dialogic listening impact the ability to sustain dialogue?
Get PDFBackground and purpose: Prior to beginning the inquiry, I observed that pupils in my class were able to listen to the teacher but struggle with listening and sustaining dialogue with each other.
Aims: I conducted a small-scale study inquiring into how dialogic listening impacts the ability to sustain quality dialogue in the classroom.
Study design or methodology: My inquiry focused on a Year 1 class (30 children aged 5-6) with the researcher being myself, the class teacher. I carried out weekly classroom-based observations using the T-SEDA coding frameworks to analyse dialogue focusing on building on ideas, challenging each other and inviting others to build on ideas. I used this data to identify and implement strategies to improve dialogic listening in the classroom. These included implementing Talk Rules, Physical cues for listening, timetabled opportunities for discussion and a focus on language.
Findings: Based on coding over the five observation weeks, findings indicated that if pupils are given the tools and time to develop their dialogic listening then this can positively impact their ability to sustain quality dialogue with one another.
Implications for practice: The biggest change to my practice has been making time to consider how I can encourage pupil’s dialogic listening in all areas of the curriculum. Although, listening in the classroom has always been an important part of my practice, I focused on how I listened to pupils. This inquiry has shifted my perspective and highlighted the importance of providing pupils with opportunities to learn how to listen to each other, co-construct ideas and take an active role in dialogue
'The concept that dares not speak its name': Can we rehabilitate 'empathy' as a disciplinary concept by re-theorising its curricular goals and value to pupils in light of the 'cultural turn' in history? A theory-seeking case study with Year 9 exploring the experience of a soldier in the First World War.
No full textThis paper explores a theory-seeking case study that aimed to investigate the potential for rehabilitating the troubled concept of empathy as a curricular construct by re-theorising it in close relation to the cultural turn in academic history. The case study centred on an eight-lesson enquiry in which Year 9 pupils engaged with an extended historical source in a manner inspired by cultural history, using the concept of 'historical perspective' – a re-theorisation of the concept of empathy developed throughout the enquiry. Findings suggest that empathy re-theorised as 'historical perspective' can provide a rigorous means of rehabilitating the aims of empathy and translating the complementary aims and approaches of cultural history into school history. Ultimately, the paper argues for the value of rehabilitating empathy in such a way and concludes with recommendations for further development of 'historical perspective' as a concept and for the wider inclusion of cultural history within school history