By Mayra Yaranga
Research is sometimes understood as a task
that is not easy to achieve, especially if it is conducted following
traditional academic research methods. However, many teachers may be performing
research in their areas even without being aware of it. Just by having a
problem and wishing to look for a solution, we have the perfect scenario to
start doing research.
What is Research?
Among the many definitions on research all
of the authors agree on one thing: research involves having a problem we would
like to solve.
Why doing Research?
When doing research in foreign language
teaching and learning, teachers may pursue two aims: evaluating existing
knowledge or analyzing the effectiveness of a proposal.
Research in foreign language?
When doing research, it is important to
reflect on three aspects: The learning context, the pedagogical context and the
policy context in terms of local and global issues. For instance, if a teacher
wanted to find out what makes their students learn lexical phrases more easily,
they would be working within the first context. They would analyse the
literature related to lexical learning and then evaluate to what extent the
existing information would suit their students’ needs. If, on the other hand,
teachers were more interested in evaluating their pace of delivery in a
kindergarten foreign language class, they would be working at the teaching
level. They would probably need more hands-on work, like recording themselves
and asking others for feedback. The third context seems to be the hardest one
to work on but if we, for instance, think of the fact that in public Peruvian
schools the extent of English language instruction has increased, we would be
right to ask: what does the government expect by adding more hours for English
lessons? What will students achieve when finishing the secondary level?
What to do to promote research in class?
Probably the easiest thing to do is to keep
a kind of self-assessment system. By writing down some reflections based on the
lessons taught, on the results students achieved, the problems which arose in
class, and looking for answers in some way, we are carrying out Action
Research.
Another very interesting method is peer
observation. We may have an idea of why our lessons are effective or not but,
when we receive the point of view from an outsider, we can have a richer
assessment that can help us make more informed decisions and vary our approach
to certain problem areas.
Now it is your turn:
Have you ever developed research in your
class?
What did you find out? What was the impact?
Biodata
Mayra Yaranga (1985) has completed
Doctorate studies in Education at UNIFÉ;Master’s Degree in Media, Culture and
Identity from Roehampton University (London)
revalidated by PUCP, a Bachelor’s Degree in Education - UPCH and the
Professional Title of Licenciada - IPNM. Currently she works as IELTS trainer,
Cambridge Oral Examiner and Member of the Research Area for Universidad del
Pacifico Language Centre. She is also ESP coordinator and Pre-University Centre
Director at UNIFÉ.
