Camtree Digital Library (Univ. of Cambridge)
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Leading students to speak
Get PDFContext: This study was conducted by an English teacher at a secondary school in Tlalmanalco, Mexico, focusing on a group of 21 beginner-level students aged 14-15. The challenge was students' reluctance to speak in English, attributed to fear of mispronunciation and mistakes. Despite regular speaking activities, students primarily used Spanish in class.
Aims: The project aimed to address students' hesitation and improve their willingness and ability to speak English. The teacher sought to explore students' preferences for speaking activities, their feelings about speaking English, and effective ways to support them.
Methods: Data collection included a student questionnaire, peer observations during three lessons, and a teacher's reflective journal. These methods examined students' interaction preferences, the support provided during speaking activities, and their language use in class. Post-intervention, further surveys and individual interviews were conducted to assess the impact of the implemented changes.
Findings: Students preferred group or team activities and cited role plays as the most beneficial speaking task. Pre-teaching five common expressions and practicing their pronunciation were found effective in reducing anxiety. A mini-book of classroom expressions provided support for maintaining conversations. Students reported increased confidence and enjoyment of interactive activities, while colleagues noted improved pronunciation and engagement during lessons.
Implications: The study illustrates the importance of tailoring teaching strategies to students' needs and preferences, as well as the value of evidence-based teaching decisions. Other educators might explore using role plays, pre-teaching functional language, and creating supportive resources like mini-books to encourage participation. Engaging students in selecting activities and gathering feedback may lead to greater motivation and learning outcomes
Listen up: a critical analysis of the effects of Listening-As-Modelling on students’ bottom-up listening skills and self-efficacy
No full textThe aim of this study was to discover whether using activities which encourage students to notice linguistic features (rather than simply test their aural comprehension) could serve to improve both students’ bottom-up listening skills and their self-efficacy, and therefore assist them in becoming more competent, confident linguists. To this end, I delivered a series of Listening-As-Modelling (LAM) activities to a mixed-attainment Year 7 French class over a 3-week period. Data were collected through a pre- and post-intervention dictation and questionnaire, as well as my own observation notes. The results indicated that LAM activities do have a generally positive impact on students’ bottom-up processing skills, with lower attaining students making the most significant gains. Students’ self-efficacy with listening also improved, and the study highlighted that LAM activities were particularly successful when they were student-centric in nature and delivered in a ‘safe’, familiar format
Improving my students' writing skills
No full textContext: This study was conducted by an English teacher in Metepec, Mexico, working with a group of 43 third-grade secondary students aged 13-15. The students had low English proficiency but showed motivation when using visual resources and working cooperatively. Writing was identified as their most challenging skill, prompting the teacher to explore strategies to improve their writing abilities.
Aims: The project sought to enhance students' writing skills by helping them effectively use writing strategies. The research aimed to understand the current teaching of writing processes, assess students' use of strategies, and identify their feelings and preferences about writing tasks.
Methods: Data were collected through peer observations of teaching practices and a student questionnaire about preferences, feelings, and strategy use. These methods provided insights into the pre- and while-writing support offered and students' engagement with writing activities.
Findings: Students expressed insecurity when writing, citing limited vocabulary and grammar knowledge as barriers. They preferred literary texts such as stories and poems but found academic texts more challenging. Pre-writing activities, such as brainstorming and describing pictures, were helpful in generating ideas, but students struggled with revising and editing. Peer observations revealed that while some strategies were taught, the teacher did not always verify their application.
Implications: The study underscores the importance of aligning writing instruction with students' interests and preferences. Other teachers might consider employing pre-writing activities to facilitate idea generation, pre-teaching relevant vocabulary, and incorporating self- and peer-evaluation to foster reflective writing practices. Continued focus on revising and editing strategies could address persisting challenges
Boosting vocabulary learning
Get PDFContext: This study was conducted in a public secondary school in Puebla, Mexico, with a class of 38 students aged 13-14. The students had low English proficiency and limited resources for learning English outside school. Vocabulary acquisition was identified as a major challenge, affecting students' ability to perform classroom tasks and maintain motivation.
Aims: The project aimed to address students' difficulties in learning and retaining vocabulary by exploring their preferences, improving teaching methods, and promoting vocabulary consolidation through various strategies.
Methods: Data collection involved student questionnaires, peer observations, and a teacher's reflective journal. Ana also consulted a colleague to understand shared challenges and best practices. Strategies implemented included the use of visual aids, games, and worksheets to support vocabulary teaching, practice, and consolidation.
Findings: Students reported vocabulary learning as difficult due to pronunciation challenges and differences from Spanish. Many struggled to retain vocabulary between lessons, citing insufficient practice. Visual aids and games like bingo and tic-tac-toe were particularly effective in making learning engaging and memorable. Worksheets initially met resistance but later supported meaningful practice as students became more familiar with the vocabulary.
Implications: The study highlights the importance of varied and engaging methods for teaching vocabulary, including visual aids and games to motivate students and reinforce learning. Other educators might explore incorporating such strategies, tailoring activities to student preferences, and gradually building confidence in more structured tasks like worksheets
A critical investigation into whether Year 8 students’ learning about poetry can be made memorable through a drama-based approach
No full textThe change to linear GCSEs means large demands are placed upon students’ memories, making it vital that teaching and learning is memorable. The action research reported here explores whether teaching through a drama-based approach can make basic aspects of poetry (i.e. the content) memorable. The investigation was undertaken with Year 8 students from a mixed 11-18 comprehensive school in East Anglia. Findings suggest that whilst students initially could not remember poetry they had previously read or studied, it seems drama could make learning about poetry memorable as students were subsequently able to recall both basic and more advanced ideas about the studied poems
Encouraging reluctant students to participate
Get PDFContext: This study was conducted in a Grade 6 English classroom at a public primary school in Santa Cruz, Huatulco, Oaxaca, Mexico. The class of 27 students, aged 12-13, had limited prior English education. Some students were reluctant to participate, leading to gaps in learning and negative attitudes toward group work.
Aims: The project aimed to encourage greater participation among reluctant students, improve teamwork dynamics, and create a more inclusive classroom environment. It sought to identify the causes of low participation and implement strategies to address these issues.
Methods: Data were gathered through a teacher's reflective journal, a student questionnaire, and peer observations over six lessons. While the initial focus was on reluctant students, the teacher broadened the investigation to include the entire class to test assumptions and explore collective participation patterns.
Findings: Students generally enjoyed participating in engaging activities like games, competitions, and songs but felt nervous or insecure during tasks requiring new language skills. Many cited fear of being wrong or laughed at as barriers to participation. Teamwork was more effective when groups were small and diverse, with clear roles assigned to members. The cooperative learning strategy "Numbered Heads Together," combined with assigned team roles, was implemented and found to significantly increase participation and reduce negative attitudes.
Implications: This study highlights the importance of structured group activities and role assignment in fostering inclusive participation. Other educators might explore cooperative learning strategies and role-based teamwork to engage reluctant students and create a supportive environment. Assigning roles can provide students with a clear sense of responsibility, improving confidence and collaboration
“Their customs can teach us lessons about our own lifestyles”: integrating the teaching of cultural awareness and intercultural understanding to the teaching of language through a task-based approach in a Key Stage 3 French class
No full textThis paper reports on an attempt to identify and implement strategies to teach Key Stage 3 students about culture, understood through the concepts of cultural awareness and intercultural understanding. Through an action
research project, the hypothesis that a task-based approach could be an effective way to integrate the teaching of culture to the teaching of language was tested. The intervention raised students’ cultural awareness of French speaking cultures, but had a limited impact on students’ intercultural understanding. This framework could be improved by making cultural learning objectives explicit to all students and by creating more opportunities for teachers to assess for learning
Improving behaviour in the disruptive classroom
Get PDFContext: The study was conducted by a middle school English teacher in Sayula, Jalisco, Mexico, working with a second-grade class of 35 students aged 12-13. The classroom was characterized by frequent misbehaviour, particularly at the start and end of lessons, causing frustration for the teacher and hindering teaching effectiveness.
Aims: The project aimed to reduce disruptive behaviour and create a more conducive learning environment. Specific objectives included identifying when and why misbehaviour occurred, evaluating the effectiveness of current disciplinary methods, and addressing students' attitudes towards classroom behaviour.
Methods: Data collection involved a six-week exploratory phase using video journals, peer observations, and student questionnaires. These methods captured perspectives on when disruptions occurred, how discipline was managed, and students' awareness of and attitudes toward their behaviour. After analysing the findings, the teacher implemented interventions involving student-created rules and positive reinforcement over a four-week period.
Findings: Misbehaviour was most frequent at the beginning and end of lessons. Students largely acknowledged their disruptive behaviour but lacked awareness of appropriate conduct. Initial discipline strategies, including punishment and reprimands, were ineffective. Interventions, such as collaboratively creating classroom rules and reinforcing positive behaviour, led to notable improvements. Peer observations and student feedback highlighted increased orderliness, punctuality, and engagement. Students perceived the teacher's encouragement and praise positively, citing specific comments that motivated them.
Implications: The study highlights the potential of student-cantered approaches, such as involving learners in rule-making and fostering a positive classroom atmosphere through consistent reinforcement. Other educators might consider exploring how these strategies could be adapted to improve behaviour and classroom dynamics in their contexts
How to improve learners' attention to maximise English learning
No full textContext: This study was conducted in a public primary school in Acámbaro, Guanajuato, Mexico, with a second-grade class of 34 students aged 7-8. The class was characterized by disruptive behaviour and lack of engagement, exacerbated by a cramped classroom layout and repetitive activities.
Aims: The project aimed to improve students' attention and engagement to maximize their English learning. The focus was on identifying when and why disruptions occurred and implementing strategies to address these issues.
Methods: Data collection involved student questionnaires, peer observations by the class teacher, and a reflective journal. The teacher researched classroom management techniques and implemented strategies over six lessons, including revised warm-up activities, displaying objectives and classroom rules, reorganizing seating, and using a squeaky toy as an attention signal.
Findings: Disruptive behaviour was most frequent during the beginning and middle of lessons. Changes such as varied warm-up activities, the use of visual and interactive methods, and the squeaky toy ("Emilio") effectively reduced disruptions. Students responded positively to individual praise and rewards like stickers. However, chanting rules became less effective over time, suggesting that strategies need to evolve continually. Reorganising seating improved behaviour and attention during lessons.
Implications: The study highlights the value of engaging activities, clear objectives, and interactive strategies to manage classroom behaviour and enhance learning. Other teachers might consider incorporating structured routines, physical and visual tools for behaviour management, and regular activity updates to maintain student interest and attention
Changing dimensions: the impact of making models on Year 10 students’ understanding of Greek temples when studying Classical Civilisation
No full textThis study explores the introduction of ‘active learning’, particularly model making, into the classroom of a mixed comprehensive state school. It focusses on the impact of ‘active learning’ on student engagement and skill-building (including independent-thinking, reflection and resilience). It also assesses whether model making can influence student understanding of Classical temples as 3-dimensional buildings. The findings showed that overall student engagement increased and that students developed important thinking skills. These findings applied particularly to students who are disadvantaged in some way. However, it is unclear whether students’ understanding of the 3D nature of Classical temples was enhanced. Further research might assess the impact of ‘active learning’ on student information-retention