Classroom-based Research Research Articles

Is it a method or approach? A systematic review of communicative language teaching in Japan

ABSTRACT In many FL contexts, pressure to adopt Communicative Language Teaching (CLT) has surged. In Japan, CLT is gradually being implemented by teachers and schools following the Ministry of Education’s efforts to improve Japanese learners’ communication skills. This systematic review article has two primary goals: to understand how the Japanese research community define and conceptualize CLT in the context of the ongoing policy shift, and to evaluate the effectiveness of classroom-based CLT research on Japanese learners’ language development. Analysis reveals significant inconsistencies in how CLT is defined and conceptualized, often conflating it with a method of training speaking proficiency. This framing of CLT as a method primarily for speaking is argued to stem from misinterpretations of domestic macro-level policies and CLT’s positioning in duality with traditional methods which inaccurately shoehorn it into the same categorical container of a method rather than approach. Moreover, while classroom-based research in Japan offers some empirical evidence that CLT has language learning benefits, there are insufficient studies which show how CLT can be effectively adapted in contextually appropriate ways, which is partly due to methodological issues and a lack of robust testing instruments. The paper concludes by offering suggestions for future research.

Applying Cognitive Linguistics to elucidate the meanings of the particles IN/OUT and UP/DOWN in L2 classrooms

Abstract Cognitive Linguistics offers valuable insights for second language instruction, particularly in enhancing motivated polysemy to facilitate vocabulary acquisition. This paper reports on a longitudinal, classroom-based study and analyses the design, implementation, and assessment of activities inspired by Cognitive Linguistics, elucidating the polysemous meanings of the particles IN/OUT and UP/DOWN. The study involved an experimental group comprising 81 Spanish secondary school students and a control group of 26 students. Following a pre-test/post-test design, participants completed two tests (a gap-fill particle test and a lexical depth test) designed to measure students’ command of polysemous meanings. Despite positive teacher feedback and a perceived increase in awareness of polysemy, the experimental learners showed no statistically significant improvement in the test results. We conclude that a comprehensive approach is required to evaluate learning outcomes, encompassing pedagogical experience, classroom-based research factors, and effective assessment measures.

Using Duolingo in Teaching and Learning Vocabulary: A Systematic Review

This systematic review examines the extant literature on the efficacy of the Duolingo application for vocabulary development in instructed second language (L2) contexts. Drawing on several empirical studies, the review synthesises findings related to (a) the comparative effectiveness of Duolingo versus traditional pedagogies, (b) the impact of Duolingo on learner motivation and engagement, and (c) practical implications for classroom integration. While the majority of evidence attests to measurable gains in receptive vocabulary knowledge, the findings must be interpreted with caution due to methodological limitations, including small sample sizes, short intervention periods, and construct underrepresentation. The motivational appeal of Duolingo's gamified interface emerges as a prominent theme, corroborated by self-report data. However, the limited research employing psychometrically robust motivational measures precludes definitive conclusions about the temporal stability and transferability of this motivational effect. Theoretically, the provision of individualised feedback aligns with interactionist theories, yet the restricted opportunities for the negotiation of meaning raise doubts about the depth of lexical engagement. Pedagogically, the reviewed studies advocate the careful integration of Duolingo as a supplementary tool within formal instructional contexts. However, optimal implementation strategies remain unspecified, necessitating further classroom-based research employing mixed-methods designs. Significant gaps are identified, including the lack of investigations into the differential impacts of Duolingo's features, vocabulary transfer to authentic communication, and the development of self-regulated learning strategies.

Developing a Research Culture with Trainee Teachers on International Initial Teacher Training Programmes

Postgraduate initial teacher training from the UK perspective is a fast-paced 36-week full time programme. In parallel with assessed teaching and subject studies, trainees carry out classroom-based research. To do this, they draw on approaches to evidence-informed teaching that include taking the best available evidence from research and practical experience to answer context-specific research questions. This paper looks at the case of trainees who undertake their PGCE programme internationally i.e. they remain based in their international schools for the practical elements but engage in the wider programme via distance learning. One of the greatest regrets of university staff working with these trainees was that the research knowledge gained was contained only within the assessment system and that the trainees would leave, taking this wealth of knowledge with them. The fear was that these emerging practitioner researchers would see their research work as being completed solely for the purpose of certification, without recognising themselves as beginning a career-long process of reflective research in their schools. From this, the Sunderland Reflective Action in Education project (SunRAE) was developed in response to the challenge of building a community of research-informed practice when working remotely and a/synchronously across different international time zones. It is a student research conference, journal and podcast initiative integrated into the PGCE (Distance Learning) programmes. Linking this initiative to the wider research of the contribution of initial teacher education to the professional learning of teachers in schools, this critical reflection paper connects with the wider debates around developing research culture and makes links between the importance of both for creating better school-based practitioner researchers. The paper reflects that the same themes of widening participation, raising awareness, and reducing silo working that are important for all researcher development are relevant for school-based teacher researchers. Exchanges Discourse Podcast International Teacher Practitioners as Researchers: In Conversation with Elizabeth Hidson [24:21]

Promoting historical empathy with a local history research project about the pandemic

PurposeWe examined how high school students demonstrated historical empathy through conducting local history place-based research to create an exhibit and companion book about the impact of the COVID-19 pandemic on their community. The majority of existing historical empathy scholarship focuses on classroom-based inquiry of historical events, people and time periods. We contend that broader examination of how historical empathy can be promoted beyond school-based instruction can contribute to the field by examining how student analyses of historical contexts and perspectives, and making affective connections to historical topics of study are needed when engaging in placed-based local history projects.Design/methodology/approachQualitative case study methodology was implemented for this study. A Likert-scale survey with a questionnaire was distributed to 30 high school study participants. Thirteen students gave follow-up interviews. Students’ responses on the surveys, interviews and questionnaires were organized into three categories that aligned to the theoretical framework – identification of historical contexts of the sources that students collected, analysis of how contexts shaped the perspectives expressed in the collected sources and expression of reasoned connections between the students’ emotions and experiences during the pandemic. A rubric was used to examine how students’ writing samples and reflections reflected demonstration of historical empathy.FindingsStudents responded that their local history research about the pandemic contributed to their displays of historical empathy. Students displayed weaker evidence of historical empathy while examining archival resources to explain the historical contexts of the pandemic. Student demonstration of historical empathy was stronger when analyzing community-sourced documents for perspectives and making reasoned affective connections to what they learned about the historical significance of the pandemic. The place-based aspects of this project were strongly connected to the students’ engagement in historical empathy because the sources they analyzed were relevant to their experiences and identities as citizens in their community.Originality/valueDocumenting the diverse human experiences during the COVID-19 pandemic is crucial to preserving the history of this extraordinary time. Every person around the globe experienced the pandemic differently, hence riding out the same storm in different boats. At some point, the pandemic will appear in historical narratives of the social studies curriculum. Therefore, now is an opportune time to ascertain whether place-based local history research about the contexts, perspectives and experiences of community members and children themselves, during the pandemic can foster historical empathy.

Raising the bar

Abstract Empirical testing is a challenging aspect of L2 classroom-based research, especially when exploring the multifaceted nature of figurative language, such as metaphorical idioms. Typically, studies in applied linguistics involve language learners from convenience samples of intact classes. This approach can pose problems as these classes represent non-random, often small, samples of participants. Despite these challenges, appropriate precautions and considerations, such as addressing overlooked idiom-inherent variables, contemplating counterbalancing, managing time-on-task, and making well-informed treatment and data collection design choices can minimize confounding variables and enhance a study’s design and resultant validity. The author of this article offers a reflective commentary based on a previous study (Ramonda, 2022) to expound on these considerations and provide modest proposals for improving future study quality in this domain.

Improving English proficiency in Southern Thailand’s public junior high schools using local video resources

This classroom-based research investigates the impact of local resource video clips on the learning achievements of English vocabulary, sentence structure, and conversion skills among junior high school students at Bangklam Wittaya Rajamangalapisek School, Thailand. A purposive sample of 35 students in the second semester of the 2022 academic year participated in the study. The research employed pre-test and post-test exams, lesson plans, and a survey to assess the level of satisfaction with the implementation of the local resource video clips, specifically a series of pottery-making videos. Descriptive statistics, including percentages, means, standard deviations, maximum, and paired sample t-tests, were employed for data analysis. The findings revealed a statistically significant improvement (p < 0.05) in students’ learning achievements in English vocabulary, sentence structure, and conversion skills after incorporating the local resource video clips into the teaching process. Specifically, students demonstrated a notable increase in their language proficiency. Moreover, the learners expressed high satisfaction with the use of these video clips for language learning, as indicated by a mean satisfaction rating of 3.76. This satisfaction underscores the effectiveness and acceptability of integrating local resource video clips into language education. Based on the results, integrating local resource video clips, particularly the pottery-making series, with the core teaching materials in English classes is recommended to further enhance students’ English language skills. This study contributes valuable insights into effective pedagogical strategies to optimize language learning outcomes in similar educational settings and underscores the positive impact of multimedia resources in language education.

A Review of the Impact and Challenges of Hikmah Pedagogy in Teaching and Learning Environment

Implementing an effective pedagogy that can enhance students' critical thinking, reasoning abilities, decision-making skills, and problem-solving capabilities is a key educational objective in the 21st century. This necessitates a shift from rote learning to interactive and meaningful learning experiences. Hikmah pedagogy, derived from Philosophy for Children (P4C), is an innovative approach that equips students with the essential skills for thinking, creativity, collaboration, communication, and caring, all while incorporating Islamic values through the Community of Inquiry (CoI) framework. Hikmah pedagogy adopts an infusion approach, fostering curiosity and promoting qualities such as critical thinking, open-mindedness, tolerance, and respect for others when exploring diverse perspectives. Research has demonstrated that the implementation of Hikmah pedagogy positively impacts teaching and learning across various subjects and educational levels. Hence, this review aims to assess the effects of Hikmah pedagogy on teaching and learning, as well as the challenges associated with its implementation. A total of 18 peer-reviewed articles were purposefully selected and analyzed using systematic content analysis (SLR). The findings indicate that Hikmah pedagogy enhances students' higher-order thinking skills (HOTs), critical thinking and reasoning abilities, open-mindedness, and communication skills. Additionally, the review highlights the importance of interactive stimuli, inquiry-based classroom management, and student engagement within the community of inquiry. Based on this evidence, educators are encouraged to incorporate Hikmah pedagogy as an effective teaching tool to cultivate students' thinking skills and moral development.

Teaching and learning science as inquiry: an outlook of teachers in science education

For years, educators have recognized inquiry-based learning as a cutting-edge and promising approach in science education. However, the connection between teachers’ beliefs and practices and students’ attitudes within inquiry-based classrooms has not been fully explored. This study employs a mixed-methods approach, combining quasiexperimental and descriptive research designs with quantitative data analysis. The results indicate a statistically significant difference in the performance of students who participated in a Chemistry Achievement Test between the control and experimental groups (t = 5.66, p < 0.05). Furthermore, our research highlights teachers’ optimistic views and eagerness to embrace inquiry-based learning. They perceive it as a means to ignite students’ enthusiasm for science subjects and foster the acquisition of essential science process skills through practical activities. This study contributes to a deeper understanding of the interplay between teacher perspectives, instructional methods, and students’ grasp of the scientific process in science education, emphasizing the potential benefits of inquiry-based learning for enhancing science education.

Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century

Sensing technologies that provide continuous, real-time information about teachers’ and students’ individual experiences are increasingly being applied to classroom-based research. Sensing technologies provide a possible alternative to costly and time-intensive in-person or hand-coded observations and have the potential to increase our present understanding of the vastly different experiences students within the same classroom often have. The goal of the present article is to provide an overview of sensing technologies, an explanation of how these technologies can be applied in early childhood classroom-based research, and examples of existing studies that have successfully implemented sensing technologies in the classroom environment.

Design Considerations for Facilitating Equitable Participation in an Ethical Data Science Course for High School Students

The emergence of data science, Big Data Analytics, and other related methodologies have resulted in differential outcomes for people situated differently in society. Exacerbating these effects is the privilege hazard (D’Ignazio &amp; Klein, 2020) that occurs when teams of data scientists are composed primarily of individuals from privileged backgrounds. Therefore, the purpose of this article is to understand how educators may support students from different backgrounds (both relatively privileged and marginalized) to participate equitably and meaningfully in ethical data science discussions in order to safeguard against the privilege hazard. To do this, we draw on the literature regarding STEM identity formation, use Cobb and Yackel’s (1996) framework for analyzing social norms for discourse in inquiry-based classrooms, and draw on Hodge and Cobb’s Cultural Participation Orientation towards developing an inclusive classroom environment. Finally, we describe the course design elements (task structures, participation structures, and discursive moves) that supported students’ equitable participation in ethical data science discussions (Sandoval, 2004).

Use of Technology to Increase the Quality of Collaborative Learning Experiences for Engineering Students in the Post-Pandemic Period

This paper focuses on the changes made to the design and delivery of course materials and lab sessions for an Engineering module in the post-pandemic period – aiming to keep a balance between hands-on experience and use of digital technology as part of the students’ socio-emotional learning (SEL) experience and development of emotional intelligence, employability skills required by Industry 4.0. The flipped classroom approach facilitated the students’ engagement in authentic and valuable learning experiences as active partners in the process of sustainable knowledge creation enabling the development of their growth mindset in constructive, active, intentional, cooperative, and authentic ways. The practical lab sessions aimed to develop the students’ manual dexterity and soft skills while preparing the lab work technical reports enabled the improvement of their creative and critical thinking skills through inquiry and reflective writing.The problem-oriented project work (where students examined and provided creative and innovative solutions for real-life situations through collaboration and problem-solving experiences) has increased their motivation, engagement, performance, persistence, and their capacity to give and receive constructive feedback by positive engagement with online discussion forums. The continuous cumulative assessment encouraged students to reflect on their performance and refine their learning practices to become career-ready engineering practitioners. The efficiency of the proposed approach was evaluated by conducting semi-structured interviews with students, analysing student’s academic performance and lecturers’ observations while engaging in classroom-based research. In conclusion the weaving of academic grace into the fabric of hybrid engineering courses has increased the quality of collaborative learning experiences for students.

When big ideas meet critical thinking in lesson study: Insights from a pre-service language teacher education course

This article reports a classroom-based inquiry in which a group of pre-service language teachers were guided to engage in a lesson study project focusing on the incorporation of the framework of big ideas into language teaching. Specifically, the study zooms in on the student teachers’ exercise and development of critical thinking (CT) through the lesson study process. Relying on data from semi-structured interviews and classroom artifacts, the findings reveal that the introduction of big ideas in lesson study served as a crucial knowledge base for the participants’ pedagogical sense-making, thus contributing to their CT. The process of lesson study, characterized by a progressive structure, tailored scaffolding, and constructive feedback, also facilitated their development of CT skills and dispositions, which in turn contributed to their understanding and application of the big idea framework within the lesson study process. While the participants encountered some negative feelings in the process (e.g. due to the competitive atmosphere brought by the ‘same topic and different design’ arrangement), they tried to turn such emotions into a stimulating source for their CT growth and professional learning. In light of the research results, pedagogical implications for teaching and teacher education were put forward in the end.

Identity position and pedagogical agency negotiation in teaching EAP writing: A case study

In language education, little classroom-based research has been conducted regarding novice teachers of English for academic purposes (EAP), and even less on teaching EAP at graduate level and on graduate teaching assistants (GTAs), a significant but overlooked teacher population at universities. Thus, this ethnographic case study focuses on the exploration of a GTA’s self-positioning in a graduate-level EAP composition class, with which he was unfamiliar as he taught it for the first time. Classroom field notes, audio-recordings, and interviews, in addition to supportive data, were collected and analysed through the lens of positioning and agency. The analysis of the data revealed that the teacher took up three core identity positions: a considerate teacher of English as a second language (ESL), an experienced and knowledgeable researcher, and a limited writing teacher. The findings further indicated that the possession of or the lack of knowledge on research, EAP writing, students, and genre pedagogy influenced the teacher’s agency in constructing identity positions and making pedagogical decisions. The study contributes to the limited investigation of EAP research and further explores the relationship among teacher knowledge, identity positions, and pedagogical agency. The study bears implications for the teaching of EAP writing and professional training.

Analysis of the Ability Levels of Biology Teachers to Implement Inquiry-Based Approach in Secondary Schools in Kiambu County, Kenya

The ability levels of teachers to implement an Inquiry-Based Approach (IBA) during teaching corresponds to the ability of teachers to prepare and present inquiry activities, possess pedagogical content knowledge, engage students in critical thinking and questioning skills, understand teaching inquiry using the levels of inquiry effectively, and providing guidance for students during inquiry. Inquiry-based classroom requires building a scientific environment similar to that of scientists which requires asking questions, observing, experimenting, and communicating results. This study investigated the ability levels of Biology Teachers to implement an Inquiry-Based Approach. The study adopted the descriptive survey design which involved qualitative and quantitative data with a target population of 1,194 students from Form 3, 29 Biology teachers, and 37 secondary schools. Data was collected using Biology teachers’ questionnaires, Form 3 students’ questionnaires, and classroom observation schedules. Data was analyzed using descriptive and thematic analysis. The findings show that majority of the teachers understand IBA and can implement IBA during teaching. However, Biology teachers pointed out that, students’ preparedness, inadequate teachers’ training in IBA, limited time, and students’ weak entry behavior in Biology posed challenges to their ability to implement IBA. The study recommends training programs should be organized for Biology teachers to enable them to implement IBA. The study also recommends that the Biology curriculum should have an extended time to enable Biology teachers to implement IBA frequently.

Genre-related episodes: A tutorial for L2 writing teachers

Within second language writing studies, genre scholars continue to advance theoretical frameworks, research methods, and recommendations for the teaching of both genre-specific knowledge and broader awareness of genres. One recent advancement in genre research methods is that of genre-related episodes (GREs), an analytical tool which can be used to observe students’ emerging genre knowledge through the analysis of students’ dialogue and negotiation around a target genre. The uses of GREs for research purposes have been discussed in a few recent publications, but GREs can also be employed to inform genre-based writing instruction. This methods tutorial aims to provide guidance, a discussion of important considerations, and an example of how GREs can be applied to teaching. This tutorial will be useful for second language writing practitioners, in particular, and may be of interest to genre researchers interested in the teaching-research nexus; it may also be of interest to genre scholars, writing researchers, and more generally to applied linguistics researchers interested in classroom-based research and action research.

Human Subjects Research Guidelines for Undergraduate Researchers: An Analysis of Institutional Review Board (IRB) Websites at Top Liberal Arts Colleges in the United States.

Teaching students about the ethics of Human Subject Research (HSR) should be a fundamental component of students' education about research. In this article, we analyze the Institutional Review Board (IRB) websites of top-ranked Liberal Arts Colleges (LACs) to examine their framing of HSR carried out by undergraduate students. Our descriptive quantitative analysis from 50 top-ranked LACs in the United States indicates that a majority of IRB websites provide information about undergraduate research, and most include information about students' classroom-based research. Our qualitative content analysis of a subsample of ten colleges' IRB websites provides information on how they inform and educate about issues including informed consent and highlight different resources for students including their research advisor, and disciplinary standards. We conclude by discussing recommendations for IRBs in their accessibility to undergraduates.

Task-Supported EFL Instruction: Integrating Students, Teacher, and Textbook Roles in a Japanese Mainstream High School Class

Today in Japan, the impetus to effect positive change on students’ use of English as a communication tool is reflected in the thrust of the Ministry of Education to promote meaningful in-class practice as highlighted in the revised high school foreign language curriculum. However, teachers face a dilemma of implementing meaningful classroom practice of English entirely without any focus on grammar or form. Fortunately, an approach which may offer a balanced opportunity to create meaningful practice while highlighting the target expression in use is Task-supported language teaching (TSLT). To better understand TSLT’s usefulness in an EFL setting, this classroom-based research explores the potential roles that students, the teacher, and the textbook play in a sociocultural approach-oriented EFL class employing TLST and how it complements a Japanese mainstream high school class. Utilizing mixed methods of sociocultural discourse analysis and self-reporting of Grade 11 (n=117) mainstream EFL learners, results indicate that: the students, talking in pairs using their L1, (1) understood difficult vocabulary, (2) managed assigned tasks, and (3) engaged in off-task dialogue; the teacher performed the roles of (1) classroom manager, (2) communicator of content, and (3) assessor and provider of feedback; and the textbook played (1) informative, (2) instructional, and (3) experiential roles in the classroom. It was also found that TLST complements a Japanese high school mainstream EFL class by (1) optimizing the limited time offered in class for students to tackle the TL; (2) aiding students in their standardized institutional exams; and (3) appealing to Japanese cultural sensibilities.

“It feels like I have a camera in my eye”: New methods for literacies research in maker-oriented classrooms

This paper focuses on new data collection methods made possible through first person-perspective or point-of-view (POV) recording technology and how these tools can provide important insights into students’ digital making and learning processes. Observation is a powerful tool, but researchers and educators are limited in what they can observe during a given moment and their inferences about student learning are made through the lens of an “outsider”. Audiovisual recording can supplement classroom observations to provide a more complete picture of students’ learning, but we contend that commonly-used methods are insufficient to capture the dynamic, social processes and literacies at play in a maker-oriented classroom. Through analyses of students’ learning during a digital tutorial-making task, we examine the affordances of and considerations for using POV “spyglasses” in digital literacies research. Spyglasses look and feel like regular glasses that one would wear to improve their vision, augmented with an integrated video camera and recording functionality. Our findings indicate that using tools that allow data to be collected from the student perspective gives access to important, alternate narratives about what students’ final products might show or represent about their digital skills and competencies. We also explore the important technical, ethical and data management considerations associated with using spyglasses as a data collection tool. As physical and digital making practices become more prominent in education and classroom-based research, this study highlights the importance of research tools capable of capturing the nuance and process of learning through making. Future research could explore the gap between researcher interpretation of collected data when it is not “read” alongside, or compared against, documentation from the “insider” perspective.

Ways of thinking in STEM-based problem solving

This article proposes an interconnected framework, Ways of thinking in STEM-based Problem Solving, which addresses cognitive processes that facilitate learning, problem solving, and interdisciplinary concept development. The framework comprises critical thinking, incorporating critical mathematical modelling and philosophical inquiry, systems thinking, and design-based thinking, which collectively contribute to adaptive and innovative thinking. It is argued that the pinnacle of this framework is learning innovation, involving the generation of powerful disciplinary knowledge and thinking processes that can be applied to subsequent problem challenges. Consideration is first given to STEM-based problem solving with a focus on mathematics. Mathematical and STEM-based problems are viewed here as goal-directed, multifaceted experiences that (1) demand core, facilitative ways of thinking, (2) require the development of productive and adaptive ways to navigate complexity, (3) enable multiple approaches and practices, (4) recruit interdisciplinary solution processes, and (5) facilitate the growth of learning innovation. The nature, role, and contributions of each way of thinking in STEM-based problem solving and learning are then explored, with their interactions highlighted. Examples from classroom-based research are presented, together with teaching implications.