1. Enhancing Students' Involvement
and Enjoyment
A report on an action research project conducted at
the American Language Center of Agadir
by
Abdellatif Zoubair
May 2007
May

2. Outline
 Abstract
 Theoretical background
 The study
 Conclusion and recommendations
 Appendices
 Bibliography
May

3. Food for thought
 “If you want it done right, you may as well do
it yourself.” (Dalton Trumbo, screenwriter)
 "Contemplating problems does not lead
necessarily to solving them." (Wallace, 1998)
May

4. Abstract
 Context
 Topic
 Questions
 Techniques
 Actions
 Conclusion
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5. Theoretical Background
 History:
-1944
-1960s/1970s
-Aristotle
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6. Rationale
 Observe what students really do
 Provide feedback on our teaching
 Adapt teaching and learning
 Not rely totally on „top-down‟
decisions
 Help teachers become change
agents.
May

7. Definitions of Action Research:
1."… research carried out by teachers,
with teachers and for teachers.”
(Webber 1994)
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8. 2. "Action research can be defined as a
combination of the terms "action" and
"research." Action research puts ideas
into practice for the purpose of self-
improvement and increasing knowledge
about curriculum, teaching and learning.
The ultimate result is improvement in
what happens in the classroom and
school." (Kemmis and McTaggert 1982)
(from Onel 1997)
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9. Main features
 it is a "form of structured reflection“
 it focuses on problems arising from
teaching practice
 it is "inquiry-oriented":
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10. Main features (cont’d)
 it is "a reflective cycle“
 outcomes are not necessarily
"generalizable" to other teaching
contexts“
 it is not a 'top-down' action.
May

11. Main Steps of Action Research
 1. Identify an issue
 2. Seek knowledge
 3. Plan an action
 4. Implement the action
 5. Observe the action
 6. Reflect on your observation
 7. Revise the plan
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12. Techniques
 Field notes
 Teaching logs
 Diaries
 Verbal reports
 Structured observation
 Questionnaires and interviews

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13. The study
Reframing the research question:
from
"Redesigning lessons from
Interchange II to make them more
appealing for both learners and
teachers" to:
“Enhancing students' involvement
and enjoyment"
May

14. Techniques
-Field notes
-Questionnaires
-Digital photography
May

15. Methodology
Designed according to basic research
action „models‟
Refer to chart
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16. Main findings
 General information:
-number
-gender
-age
 Trying new methods: 90%
 For re-pair up: 75%
 Complete word maps on the board:
100%
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17. Main findings (cont’d)
 Stand up to act out dialogues: 90 %
 For „Run for it‟: 65 %
 Completing „internet assignment‟:
50 %
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18. Conclusion and recommendations
 Reflect constantly on own practices
 First review literature
 Trust own judgement, but also
 Use reliable means
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19. More lessons learnt . . .
 Leave room for personal intiative
 Involve colleagues AND
 Students
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20. Most important lesson:
 "Contemplating problems does not
lead necessarily to solving them."
(Wallace, 1988).
May