1. ©2003 Jeremy F. Jones Turning students of ELT into researchers in ELT A case study of an imaginative research methods course Jeremy F. Jones University of Canberra ELT Research Conference, KMUTT, April 2003

2. ©2003 Jeremy F. Jones Value of carrying out research for practising teachers § The teacher is not someone who consumes or applies other people’s theories § She or he creates theory out of practice and new understanding of the things that happen in teaching and learning

3. ©2003 Jeremy F. Jones Value of research (methods and project) in ELT teacher education § Teacher educators would like their students to have the knowledge, skills and disposition to undertake research in their current or future workplace

4. ©2003 Jeremy F. Jones Students’ Point of View Students’ Point of View § They may have no academic pretensions § They know they will have little time for research § They see few if any teachers engaged in it and note the lack of institutional support for it T he advantages of research training are less clear

5. ©2003 Jeremy F. Jones “Research Methods in Language Teaching and Learning” at UC § Postgraduate level § Heterogeneous group in terms of age, cultural background and professional aspirations § Some students have teaching experience in EFL/ESL, others none at all

6. ©2003 Jeremy F. Jones Structure of the course § One semester (15 weeks) § First few weeks devoted to study of research methods § Remaining weeks devoted to carrying out small-scale research project § Research Display (Week 14) § Completed research report (Week 15)

7. ©2003 Jeremy F. Jones The research project § Free choice of topic § Relevant to current or future practice § Individual product § Collaboration within small groups

8. ©2003 Jeremy F. Jones The Research Display § An exhibition of students’ research summarised and presented in the form of colourful posters, panels or even PowerPoint

9. ©2003 Jeremy F. Jones Students’ feedback on the Research Display § 100% agreed that it was a “useful learning experience” § “It forced me to come to conclusions” § “Clarified thought processes”

10. § “Opportunity for networking” § “Mutual respect from academics was very encouraging” very encouraging” Valuable for creating community in  “ Valuable for creating community in our group and in the larger university our group and in the larger university environment” environment” Students’ feedback on the Research Display

11. ©2003 Jeremy F. Jones Examples of projects § 1. “Do Thai students really want to improve their English or are they only interested in having fun?”

12. ©2003 Jeremy F. Jones § 2. “To what extent do Chinese students at the University of Canberra take advantage of the English language environment beyond the classroom to enhance their knowledge of English?” Examples of projects

13. ©2003 Jeremy F. Jones § 3. “Parents’ influence on their children’s acquisition of English as a foreign language” Examples of projects

14. ©2003 Jeremy F. Jones § 4. “An investigation of Chinese students’ participation in tutorials” Examples of projects

15. ©2003 Jeremy F. Jones Further benefits § Collegiality and collaborativeness § “mentoring” from practising teachers § witnessing of the impact of their research on the teaching and learning environment § reference to other components of the program

16. ©2003 Jeremy F. Jones Conclusion § Vindication of the bottom-up approach to teacher education § Students create the content of their learning from their developing experience; they themselves “construct” their knowledge § They are not dependent on non-teaching experts

17. ©2003 Jeremy F. Jones Turning students of ELT into researchers in ELT A case study of an imaginative research methods course Jeremy F. Jones University of Canberra ELT Research Conference, KMUTT, April 2003