Teacher Action Research Research Articles

Enhancing IELTS Speaking Skills through Blended Learning: A Pedagogical Action Research

This pedagogical action research aimed to assess the impact of a blended learning approach on improving IELTS speaking skills among students. Traditional teaching methods in IELTS courses often faced limitations regarding insufficient practice time, inadequate feedback, and a lack of community and interactivity among students.Results indicated a significant improvement in participants’ speaking performance based on pre-test and post-test scores. The blended learning environment garnered positive feedback from most participants, enhancing engagement, interaction, and satisfaction levels. However, challenges with asynchronous online feedback surfaced, signaling areas for refinement.This study underscores the value of blended learning in overcoming traditional teaching limitations, offering insights into its potential for fostering improved IELTS speaking skills through enhanced engagement and comprehensive feedback mechanisms.

ВИКОРИСТАННЯ ПРОГРАМ ЗІ ШТУЧНИМ ІНТЕЛЕКТОМ У СЕГМЕНТІ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ: ПОТЕНЦІАЛ І ВИКЛИКИ

The involvement of artificial intelligence (AI) systems in the field of education/pedagogy is an irreversible process. The segment of general secondary education is promising for the introduction of AI services. Schools must provide students with basic skills and foster AI competence to prepare them for a high-tech future. UNESCO has developed a global regulatory framework for artificial intelligence. Some countries are already demonstrating successful initiatives to integrate new technology in schools. At the same time, the implementation of AI tools in the educational environment is a legitimate concern, because it is associated with high risks. In Ukraine, the study of various aspects of integrating AI technologies into secondary education is at an early stage. The purpose of the article is to study the advantages of implementing artificial intelligence tools in the segment of general secondary education, as well as some risks that teachers should be prepared for. The study is based on an in-depth analysis of numerous domestic and, particularly, foreign publications on the topic, and draws on the existing experience of testing various AI tools by educators and the author. Special attention is paid to the potential use of AI by students to improve learning outcomes through increased motivation, self-education and mentoring, personalized and interactive learning etc. Some challenges associated with the introduction of new technology, which is gaining momentum among students, are discussed, as well as suggestions on how to avoid the negative consequences of its incorrect use. In conclusion, it is noted that AI technology can help students develop creativity, innovation, creative abilities, providing a variety of tools and resources, as well as new opportunities for project and educational research activities. With the spread of new technology in general secondary education institutions, there is a need to change approaches to learning, including revising strategies for monitoring and correcting students' knowledge, skills, and abilities. It is timely to develop a methodology for teaching with AI in the context of various educational components of the school curriculum.

Triáda v podloží sveta, človeka, jazyka a komunikácie

In the present study, the author approaches the trinitarian anchoring of the world, man, language and communication with the intention of defining a certain theoretical base to open up the issue of the universal code 3 in the theory and practice of teaching Slovak as a mother tongue. In this sense, it is a kind of coherent and synthetic discourse, in which the author capitalizes on his many years of work in education and several research activities in the field. In addition to the broad theoretical context and the author's own research findings, he also presents new challenges for a transdisciplinary approach in the conception of man, language, speech and communication with regard to the perspective use of the non-repeatable interpenetrations of man and interpersonal communication as a basis for the innovation of progressive conceptions of mother tongue teaching.

Концепция цифрового университета: структура, управление и организация педагогического процесса

The research focuses on the concept of a digital university, its structure and management, as well as the arrangement of the educational process. According to an examination of academic papers, approaches to the establishment of a digital university may be classified into two broad categories: a digital university as a commercial model and a digital university as a public benefit. The authors propose a notion of a digital university using an integrative approach, merging four interdependent elements: digital format, digital environment, digital resources, and digital platform. A digital format is a type of combination of digital technology (a form of interaction) and content (an act of interaction). The digital environment is a space where interaction takes place. Digital resources are tools for activating the concept of a digital university (used by participants). A digital platform is an algorithm; a method of implementing the concept of a digital university (interaction implementation); and a platform for interaction (a structure where interaction occurs). The authors have created a digital university mana­gement structure by fusing the notion of a digital university with traditional management theory, which includes forecasting, planning, organization, incentive, coordination, and control for formulating and attaining the institution’s aim. As a fundamental strategy of managing the digital transformation of universities, the researchers propose an inclusion policy and an ecosystem approach. The authors have also developed a pedagogical activity model in the context of higher education digitalization, which encompasses educational process organization, teaching, value exchange, extracurricular activities, research activities, self-education, and advanced training. The study also examines future development potential, with the ultimate goal of realizing the university 4.0 concept.

IMPLEMENTATION OF THE PRINCIPLES OF SCIENTIFIC AND RESEARCH ACTIVITY OF FUTURE TECHNOLOGY TEACHERS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS

The article examines the importance and methods of introducing the principles of scientific research into the educational process of future technology teachers, emphasizing the importance of forming scientific consciousness, developing critical thinking, and the ability to innovatively apply knowledge in practical activities. Modern approaches to the integration of scientific research into the educational process of higher education institutions are analyzed, including the usage of active and interactive teaching methods, and the involvement of students in real research projects that contribute to the development of scientific and research skills.
 The key role of the implementation of scientific and research principles in the educational process of training future technology teachers is emphasized, and the importance of this aspect for the development of the necessary competencies in a dynamic information and technology environment is emphasized. The role of active and interactive teaching methods in involving students in a deep understanding of scientific concepts and practical application of knowledge is defined. The value of elective disciplines for the development of scientific and research abilities and skills, which determines the preparation of future teachers for independent research work, is clarified. An overview of opportunities for applicants to participate in scientific projects and publish their work is provided, which contributes to professional growth and scientific careers. The need to provide access to modern resources and improve the qualifications of teachers for the effective implementation of scientific and research activities in education is emphasized. A comprehensive approach to reforming curricula and teaching methods is proposed, which is crucial for the formation of highly qualified technology teachers ready for innovative activities and scientific research. Such systematic preparation for scientific research activity will contribute to the formation of future specialists’ readiness for innovative, creative, and critical professional activity.
 A conclusion has made about the need for further development of methods of integration of scientific research activities into educational processes to ensure a high level of training future technology teachers, taking into account the dynamically changing requirements of the modern educational and technological environment.

The Proficient Teacher as a Researcher: Drivers, Barriers, and Research Skills

There exists a prevailing expectation that educators should assume the predominant responsibility for spearheading research initiatives at the school level. Regrettably, the involvement of teachers in action research is notably scarce, and establishing a research-centric culture proves to be a formidable challenge. An analysis of research endeavors within the Ibaan District illuminates that a paltry percentage of elementary educators (less than ten percent) have undertaken research endeavors. This statistic underscores the exigency for refresher courses to revitalize motivation and instigate active participation in this pedagogical undertaking. Consequently, the present research endeavors to proffer a meticulously designed training framework predicated upon an exhaustive evaluation of teachers’ motivational levels, encountered challenges, research proficiency, and interconnectedness with diverse teacher profile variables. This research utilized a descriptive research design with a survey questionnaire as the data-gathering instrument. One hundred thirty-six randomly selected proficient teachers were the respondents of the study. Results showed that the teachers had inadequate experience in research writing since their employment at DepEd but mostly attended research training, had full-time teaching, and attended lower-level research forums. These teachers were highly motivated in research as a career responsibility, although they were moderately motivated by their growth of knowledge and skills upon doing research. For them, time constraints are a moderate barrier to conducting research. As to research skills, they were moderately skilled in facilitating the validation and reliability testing of the research instrument and in identifying and using appropriate statistical tools. The chi-square test bared that there is a significant relationship between the teachers’ level of motivation and the number of research studies they made, which suggests that more research conducted leads to higher motivation in engaging in research. The proposed training design integrates sessions on enhancing the teachers’ motivation and research skills. Keywords: action research, research motivation and skills, descriptive survey, Philippines

The influence of psychophysiological characteristics of students on the learning process in a distance format (based on student self-observation)

The problem of distance learning (DL) has become highly relevant since the pandemic period of coronavirus infection, when all higher educational institutions switched to this type of learning. The introduction of this technology entailed changes in the organization of the learning process, the development of methodological materials by the teacher, which the student can use both in full-time and distance format. The article presents an example of organization of independent research work of bachelors, studying in the field of training 44.03.05 ‟Pedagogical education (with two profiles)” on the assessment of adaptation reserves of the body depending on the relationship to distance learning of 1st year students, studying from March to June 2020. The example of the organization of independent work presented in this article can be described as a student project, allowing to solve the problems of expanding and consolidating knowledge, and developing skills of self-organization, development of skills of independent theoretical, practical and educational-research activities in distance learning. The results of students' independent research work showed that distance learning affects the mental state and functional characteristics of the cardiovascular system, which confirms the need to consider the individual psychophysiological characteristics of students in the introduction of new educational standards.

Interaction of the educational organization of secondary vocational education with enterprises-employers

This article deals with the involvement of employers in improving the educational process and active participation in the training of qualified mid-level specialists. All this solves the problem of the isolation of knowledge that graduates receive from practical actions, manifested in the inability to handle modern technological equipment, in psychological unpreparedness for the realities of hard working days, to the management of subordinates, to the norms of behavior. Effective interaction between an educational organization and an employer is one of the topical issues of modern vocational education, which implies integrated actions of the parties interested in this fact. The article notes the need for interaction between the educational organization of secondary professional education and enterprises to improve the eff ective training of graduates, functioning in market conditions. The main mechanisms for organizing a social partnership system as a condition for improving the quality of professional education are presented on the example of an educational organization, the Chita College of Railway Transport of ZABIZHT IrGUPS. The partnership was considered in the field of career guidance and targeted training through new formats of career guidance and a system of long-term personnel planning, in the field of implementing the modernization of the material and technical equipment of the educational and laboratory base through innovative training complexes and branded zones, in the field of educational work and research activities, through creation of an optimal socializing environment and participation in competitive, championship movements.

Teacher professional development and educational innovation through action research in conservatoire education in the Netherlands

AbstractThis study aims to increase understanding of the values and outcomes of teacher action research in conservatoire education. Teacher action research has been found to stimulate both professional development and improvement of teaching practice. A multiple-case study design was employed to examine teachers’ activities and their perceptions of the value of action research. Findings from the cross-case analysis include teachers’ perceptions of action research as a way to stimulate the advancement of both their teaching practice and their professional development. Constructive collaborations and self-reflections related to teacher action research were found to reinforce their learning and teaching.

Kemampuan Mengelola Kelas Untuk Mengantisipasi Perilaku Bullying Melalui Model Manajemen Kelas Ramah Anak

This research aims to determine the skills of PAUD teachers and prospective teachers in managing classes to anticipate bullying behavior in PAUD institutions through the implementation of the Child Friendly Class Management Model (MKRA). This research uses quantitative descriptive methods with survey techniques for PAUD teachers and classroom action research (PTK) for prospective PAUD teachers with data collection techniques using questionnaires, tests and observations. The sample in this study was 115 teachers who taught at non-formal PAUD institutions in Pulo Gadung District and 20 prospective teachers in the PG-PAUD FIP UNJ undergraduate study program. The research results show that teachers who have the ability to manage the classroom are in the quite good category at 60.80%. Meanwhile, the teacher's ability to anticipate child bullying in the classroom is 64.30%. These results illustrate that there are still many teachers who are unable to manage the classroom to anticipate children's bullying, which is characterized by the lack of teachers in recognizing the forms and characteristics of children's bullying, as well as the learning methods used. The results of classroom action research (PTK) show an increase in the ability of prospective teachers to manage the classroom from initial conditions of 50% to 70% in cycle 1 and 95% in cycle 2, which proves that the Child-Friendly Classroom Management Model (MKRA) can help improve competency managing classes for prospective PAUD teachers.

MGMP IPS Partnership Program to Improve the Ability to Compile Classroom Action Research (PTK) for Social Studies Teachers in Banjarbaru City

Kemampuan guru-guru IPS SMP di Kota Banjarbaru dalam menyusun penelitian tindakan kelas perlu ditingkatkan. Oleh karena itu,tim pengabdian dari Universitas Lambung Mangkurat melakukan program kemitraan dengan MGMP IPS untuk meningkatkan kemampuan menyusun penelitian tindakan kelas (PTK)di sana. Tujuan pelatihan ini adalah untuk memberikan pengetahuan dan keterampilan praktis dalam Meningkatkan kemampuan guru dalam merancang proposal PTK sesuai dengan kebutuhan peningkatan pembelajaran. Metode pengabdian yang dilakukan adalah ceramah, dialog interaktif, dan coaching clinic proposal PTK. Peserta pelatihan ini berjumlah 28 orang guru. Hasil pelatihan adalah dihasilkannya beberapa proposal PTK oleh guru IPS SMP yang tergabung dalam MGMP IPS Kota Banjarbaru. Simpulannya adalah guru peserta pelatihan dapat membuat proposal penelitian tindakan kelas.

INSTITUTIONAL POLICIES ON ARTIFICIAL INTELLIGENCE IN UNIVERSITY LEARNING, TEACHING AND RESEARCH

Generative artificial intelligence is rapidly transforming the educational process and the scientific work of students, lecturers, researchers and administrators of higher education institutions. There are limited and contradictory recommendations for the use of artificial intelligence in the educational process and in the educational programmes of higher education institutions. To define the scope of AI application, there is a need to develop institutional policies for higher education institutions, which will allow the academic community to determine the appropriate scope of AI application in the educational process and prevent the use of AI in areas where ethical norms are violated. The purpose of the article is to summarise and systematise the experience of forming institutional policies for the application of artificial intelligence in education, training and research in higher education institutions using the experience of Kherson State University. The article presents the developed institutional policies for students, lecturers and researchers with recommended and not recommended initiatives for the use of AI in the educational process and research at Kherson State University. The purpose of these institutional policies was to create an inclusive environment of modern digital tools for involving of lecturers of non-professional specialties and define the framework for the use of artificial intelligence in education, teaching, and research of all subjects (participants) of educational activity. The recommendations are aimed at empowering all participants to select educational components creatively and at improving the efficiency of the educational process and research activities through the use of AI tools. Issues requiring further research regarding generative platforms lie in three thematic areas: knowledge base; transparency and ethics; digital transformation of organizations and societies. It is also relevant to create an educational environment that encourages the interaction and dissemination of positive practice of digital transformation of all participants of the educational process.

Cultural factors influencing Bhutanese secondary science teachers’ implementation of action research (Factores culturales que influyen en la práctica de la investigación acción del profesorado de ciencias de un centro de secundaria de Bután)

ABSTRACTAs a new reform initiative, science teachers in Bhutan are encouraged to conduct action research to improve their teaching practices. This study explored the influence of Bhutanese culture on secondary science teachers’ implementation of action research. By focusing on the action research conducted by three secondary science teachers in a case study school, data were collected using interviews, teachers’ diaries and classroom observations. The data analysis using the coding procedure of grounded theory showed four cultural factors influencing teachers’ efforts. The hierarchical education culture led to curriculum coverage concerns and time constraints. The culture of respecting seniors without questioning, a part of the Driglam Namzha norm, impeded the teachers from seeking leadership support. Tha Dam Tshig, the Buddhist value of maintaining positive relationships, Lhachoe Gyewa Chu and Zhenphen, the Buddhist principles of benefitting others, amplified teachers’ motivation and team efforts. Recommendations are proposed for the Ministry of Education and school leaders to consider these factors in supporting teacher action research and for future international studies to consider the influence of religious values on action research.

Quality Assurance in Higher Educational Institutions: Empirical Evidence in Indonesia

The purpose of this study is to look into the importance of educational processes, practices, and research activities in predicting knowledge skills and competences (KSC) and employability in Indonesian higher education. A survey was used in the quantitative research approach. Respondents to this study selected 500 instructors and students from 31 universities in Indonesia that offer outstanding approved study programs. The Indonesian Ministry of Education, Culture, Research, and Technology oversees all universities. Scoring and structural equation modeling were used to evaluate the data. The educational process is significantly influenced by facilities. Significant relationships have been discovered between facilities and practicum activities, facilities and research activities, practical activities and employability, research activities and employability, research activities and KSC, and practical activities to KSC. There is no significant relationship between the educational process and employability, nor between the educational process and KSC. This study’s findings also show that the educational process does not mediate the effect of facilities on employability but does mediate the effect of facilities on KSC, that the effect of facilities on employability was mediated by the practical activity variable, that practical activity variables mediated the effect of facilities on KSC, and that research activity variables mediated the effect of facilities on employability. Variables related to research activity influenced the effect of facilities on KSC. This research’s contribution can become literature for future research and can be used by education stakeholders to identify applicable policies to assist KSC and its graduates’ employability.

Becoming a Researcher in Academic Medicine: An Autoethnography of Research Faculty Development

In the literature, research education is insufficiently addressed. Existing studies often document pre-/post-educational interventions. Accounts of individual scholars colored by their views and experience are rarely considered. This study describes the research experience of a faculty member in academic medicine and examines the values and practices that make up the subculture of research. Drawing on Hafler’s conceptual framework and autoethnography as a method, professional experiences related to research education are described and analyzed. Data were collected through the author’s journaled self-reflections. The findings were organized according to Hafler’s three suggested areas of faculty development. The first was the experience of formal professional development activities. There was a dearth of research education activities provided to faculty. The second was the experience of informal mentorship. Despite the tapestry of mentors, the types of relationships involved were unclear. The third theme is the experience of the culture surrounding promotion and funding. The quality of the research was challenged by the lack of funding. Current research education for faculty members are, in the author’s experience, modest. The research subculture encourages tacit strategies that orient faculty toward producing research on their own and influence scholarship decisions that produce works that do not necessarily have value and may not be considered impactful. A clearer purpose and more structured professional development that takes into consideration the three levels of faculty development—formal, informal, and cultural—are needed to help faculty fully realize their roles as researchers.

Method of Choice for Pancreatic Enteroanastomosis Formation in Patients with Chronic Pancreatitis and Malignant Neoplasms of Pancreas

Introduction. Pancreatic enteroanastomosis formation is a decisive stage of the entire operation, as the frequency of complications leading to death remains high.The aim of the study was to improve the clinical outcomes of surgical interventions on pancreas by choosing the proper technique for pancreatic enteroanastomosis formation.Materials and methods. A retrospective-prospective study was performed in the Center for Surgery of the Liver, Pancreas and Biliary Tracts, Ryazan State Medical University. The retrospective stage included the analysis of 270 operation protocols and case histories of patients undergone pancreatic resection. Based on the analysis, the academic staff of the Department of Hospital Surgery, Ryazan State Medical University, developed a technique for pancreatic jejunoanastomosis via through U-shaped sutures (the modified Blumgart-style pancreaticojejunostomy).The prospective stage included analysis of 98 case histories and operation protocols of patients undergone pancreatic resection. There were 73 patients with chronic pancreatitis and 25 patients with the head of the pancreas cancer. Groups were formed uniformly depending on the etiology.Statistical analysis methods included: multivariate correlation analysis using the contingency coefficient (); Shapiro-Wilk test; Pearson's chi-squared test; one-way ANOVA test and multiple comparison method with Bonferroni correction for Student's t-test.Results. Correlation between the infiltrated pancreas and the frequency of complications - was 0.517.The frequency of anastomosis failure with the PD diameter 3 - was 0.167, with PG3mm - = 0.358.The infiltrated parenchyma of the pancreas and the PD diameter 3 mm affected the incidence of postoperative complications - = 0.387 (PG 3 mm, the incidence of postoperative complications - = 0.254).At the reconstructive stage, patients of group 1 were exposed to pouch-invagination pancreatic enteroanastomosis end-to-side, patients of group 2 were exposed to pancreatic enteroanastomosis using nodular sutures, patients of group 3 were exposed to pancreatic jejunoanastomosis using through U-shaped sutures, the modified Blumgart-style pancreaticojejunostomy. In patients from group 1 complications were observed in 58% of cases, in patients from group 2 complications were observed in 45.4% of cases, in patients from group 3 complications were observed in 20.5% of cases (p=0.010). Pancreatic enteroanastomosis failed in 29% of patients from group 1, and in 21.2% of patients from group 2; in patients from group 3 no pancreatic enteroanastamosis failure was observed (p = 0.003). There were 9.7% of gastrostasis cases in patients from group 1, 9.1% of gastrostasis cases in patients from group 2, 8.8% of gastrostasis cases in patients from group 3 (p = 0.1). Postoperative pancreatitis was observed in 12.9% of patients from group 1, in 9.1% of patients from group 2, in 5.9% of patients from group 3 (p=0.015). Twenty-nine percent of patients from group 1, 18.1% of patients from group 2, 2.9% of patients from group 3 required repeated surgical interventions.Conclusions. In case of through U-shaped sutures application, repeated surgical interventions for pancreatic jejunoanastomosis were performed in 2.9% of cases, the rate of postoperative complications was 20.5%, no anastomosis failure was observed.Pancreatic jejunoanastomosis using through U-shaped sutures has proven to be more effective compared to other pancreatic enteroanastomosis techniques applied in clinical practice. It can be used in educational and pedagogical and research activities in medical universities.

Pendampingan Penulisan Penelitian Tindakan Kelas (PTK) Guru Sosiologi di Musyawarah Guru Mata Pelajaran (MGMP) Sosiologi DKI Jakarta

The Community Service (PkM) activities that will be carried out with the Jakarta State University grant for the 2023 fiscal year depart from the road map of the research and community service program as an implementation of the tridarma of higher education at Jakarta State University related to the field of education, especially the development of teacher professionalism and the road map of the Sociology Education study program which aims to assist in writing class action research (PTK) for sociology teachers who are members of the DKI Jakarta subject teacher deliberation (MGMP). Through teacher communities such as MGMP, teachers can use it to improve the quality of teaching from preparation to evaluation and quality improvement through class action research. However, the problem that is currently present is that there are still few teacher communities that utilize the forum to improve their teaching capacity, one of which is experienced by teachers in the DKI Jakarta MGMP Sociology community. Therefore, in this community service activity, training on classroom action research will be carried out to improve the quality of learning by sharing experiences and knowledge related to classroom action research. This community service activity is in partnership with the Education Office and the DKI Jakarta MGMP Sociology Community. The process of activities that will be carried out by this service team with a mentoring system, mentoring activities begins with organizing focus group discussions to explore more deeply related to constraints and mapping the ability of teachers to make class action research. In mentoring, all teachers who are members of the DKI Jakarta Sociology MGMP will participate. It is expected that the output of this activity will result in a mentoring video on YouTube, teacher work, and intellectual property rights from making class action research

Research Activity of Schoolchildren as a Means of Increasing the Efficiency of Teaching Biology

At present, modern educational technologies include not only the use of information and communication technologies, as well as distance learning technologies, but also additionally teaching students the skills of research. When studying the issue of organizing the mass practice of teaching research activities to schoolchildren in biological education, it is useful to refer to the experience of higher educational institutions. A mandatory attribute of university education is field research practice. This practice is designed to train research skills and develop the competence of young scientists. Expeditionary activity is a unique tool for the development of the students personality. The author analyzed and critically reviewed modern educational technologies in the field of scientific research as a means of increasing the effectiveness of teaching biology.

ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF CIVIC IDENTITY OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS IN GREAT BRITAIN

The article characterizes four main organizational and pedagogical conditions, manifested in a complex combination, which ensure the formation of the civic identity of British students: 1) actualization of the student-centered approach to the educational process; 2) public engagement of student youth in socially significant activities; 3) introduction of socio-pedagogical cooperation between universities and local communities through the mediation of public organizations at the local and national levels; 4) interdisciplinary integration of English as a state language. It is outlined that a student-centered approach to the organization of the educational process in the universities of Great Britain contributes to the involvement of students in active educational and cognitive, and socially significant activities based on the cooperation of all participants in the educational process and reflection of the acquired knowledge and experience, in general, effectively influencing the formation of the civic identity of students. It is emphasized that today in the universities of Great Britain, civic engagement is integrated into three spheres – educational process, research activity and extracurricular socially significant activity. It is noted that educational activities of the universities with the involvement of the community add value to the experience of students during their higher education, providing them with a wide range of opportunities for learning in general and forming their civic identity in general. It was found that the English language plays an important role in the state differentiation of the British, as it covers with its influence not only the spiritual being of this multinational community, but also provides a sense of mutual complementarity and difference from other states. The construction and maintenance of interpersonal relations, which form the social landscape of the state, takes place in the language, which is why the English language, taking into account the subject of our research, carries out the main coordination of social actions. After all, it is common knowledge that language is the main medium for defining, preserving and transmitting socio-cultural experience, as well as a tool for objectifying the subjective meanings of the development of society. In this way, the formation of the civic identity of student youth in Great Britain is considered in close interaction with the interdisciplinary integration of the English language, since the language itself is one of the most important conditions for the existence of any social community.

Feedback in Cumulative Coursework: Action Research in a Blended Course

Action research calls for the solution of practical problems in the classroom as well as the expansion of theoretical knowledge. In this study, feedback in cumulative work is explored as a strategy for guiding and improving the teaching-learning process. By following a feedback loop: initial draft, feedback on first draft, final draft, and marking, 28 students in at the University Universidad Nacional Autónoma de México (UNAM) had the opportunity to receive guidance and demonstrate improvement in a blended learning, or b-learning course. The study lasted five weeks and engaged university learners as well as the educator in videoconferences focused on feed up, feedback, and feed forward.This pedagogical action research involved observation, research and planning, implementation, and reflection. Data was gathered on students’ access to technology and their perception upon effectiveness of remote learning based on their experience. Additionally, scores before and after treatment were registered and analyzed.The findings showed a general improvement after feedback sessions and learners were able to present enhanced final versions of tasks. The study’s main contributions are the confirmation of positive results on effective feedback as well as an opening to discussion, adaptation, and improvement of the practices presented.