Collaborative Reflexive/Reflective Teaching and Action Research in TESL
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32771
Collaborative Reflexive/Reflective Teaching and Action Research in TESL

Authors: O. F. Elkommos

Abstract:

Teaching English as a Second Language (TESL) has become a very rich area of research. Practitioners or teachers of English as a foreign or a second language are now promoting both collaborative learning and collaborative teaching. Students learning a language collaboratively and cooperatively are learning in a better environment of team work where they learn from each other. Further, teaching English collaboratively also creates an enriching environment that is also very enriching to students’ and teachers’ experiences of learning and teaching. Moreover, action research stems from actual teacher concerns and students’ needs. Reflection in turn, on the experience of the material taught and the delivery of material is becoming an integral part of the teaching and learning experience self- evaluation and self-development. In this case, the concern of the research field in the area of TESL will be the development of teaching delivery, material and quality of learning. In the present research, the TESL module taught to year two students in the Faculty of Arts and Humanities, British University in Egypt (BUE) will be evaluated reflexively by the students and teachers. The module was taught to students in two different specialisms. It was taught and delivered through collaborative teaching and was evaluated by both teachers and students as very successful and enjoyable. The reflections of both teachers and students as well as student results confirm that it was a success.

Keywords: Action research, addressing differentiation, collaborative teaching, reflective teaching and learning, reflexive learning, reflexive teaching, self-development, self-evaluation, TESL.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.3669186

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1061

References:


[1] M. Burns, “Why you should create a collaborative classroom this year,” in Getting Smart, 2018. https://www.gettingsmart.com/2018/10/why-you-should-create-a-collaborative-classroom-this-year/s
[2] H. Keser and F. Özdamli, “What are the trends in collaborative learning studies in 21st century?” in Procedia - Social and Behavioral Sciences, vol. 46, Elsevier, Science Direct online, 2012, pp. 157-161. https://doi.org/10.1016/j.sbspro.2012.05.086
[3] R. Chandra, “Collaborative learning for educational achievement,” in IOSR International Journal of Research & Method in Education (IOSR-JRME), vol. 5, no. 2, 2015, uploaded by R. Chandra on 23 September 2017, https://www.researchgate.net/publication/313889863
[4] E. H. Barros, “Collaborative learning in the translation classroom: prelimenary survey results,” in The Journal of Specialised Translation, no.16, 2011, pp. 42-60.
[5] H. Le, J. Janssen and T. Wubbels, “Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration,” in Cambridge Journal of Education, vol. 48, no. 1, 2018 Published online: 13 Jan 2017. https://doi.org/10.1080/0305764X.2016.1259389
[6] J. Marie, “The relationship between research-based education and student–staff partnerships: Ways to connect research and teaching,” in Shaping higher education with students, UCL Press and JSTOR, Ch 1.2, 2018, pp. 30- 40. DOI: 10.2307/j.ctt21c4tcm.8, https://www.jstor.org/ stable/j.ctt21c4tcm.8
[7] Y. Reed, H. Davis and T. Nyabanyaba, “Investigating teachers' ‘take-up’ of reflective practice from an in-service professional development teacher education programme in South Africa,” in Educational Action Research, vol. 10, no. 2, 2002, pp. 253-274, Routledge, 2011, (Online) Journal homepage: https://www.tandfonline.com/loi/reac20
[8] O. Sert, “Classroom interaction and language teacher education,” in S. Walsh and S. Mann (Eds) The Routledge Handbook of English Language Teacher Education, Ch 15, London: Routledge, 2019, pp. 216-238. https://www.routledge.com/The-Routledge-Handbook-of-English-Language-TeacherEducation-1st-Edition/Walsh-Mann/p/book/9781138961371 action research reflective teaching and collaboration reviews
[9] T. Ryan, “When you reflect are you also being reflexive?” in Ontario Action Researcher, vol. 8, no. 1, article 2, 2005. ERIC online: https://eric.ed.gov/?id=EJ844460
[10] J. J. C. León and C. M. C. Clastro, “Transforming EFL classroom practices and promoting students’ empowerment: Collaborative learning from a dialogical approach,” in PROFILE, vol. 19, no. 2, July-December 2017, (online), Bogotá, Colombia, pp. 135-149, https://www.r esearchgate.net/publication/318213825
[11] H. Harris and T. Bretag, “Reflective and collaborative teaching practice: Working towards quality student learning outcomes,” in Quality in Higher Education, vol. 9, no. 2, 2003, pp. 179-185. DOI: 10.1080/13538320308151
[12] A. Burns, Collaborative action research for English language teachers, Cambridge Language Teaching Library, Cambridge University Press, 1999. Transferred to digital printing 2005, https://www.researchgate.net/publication/245686550_Collaborative_action_research_for_English_teachers
[13] A. Cirocki and R. Farrelly, “Research and reflective practice in the EFL classroom: Voices from Armenia,” in Eurasian Journal of Applied Linguistics (EJAL), vol. 2, no. 1,2016, pp. 31–56. www.ejal.eu
[14] A. Burns, “Action research in English language teaching: Contributions and recent developments,” in X. Gao, Ed., Second Handbook of English Language Teaching, Springer International Handbooks of Education, Springer Nature Switzerland AG, 2019, pp 1-15.
[15] S. Walsh, “SETTVEO: Evidence-based reflection and teacher development,” in Teaching English ELT Research Papers 19.05, London: British Council 2019, pp. 1-24. www.britishcouncil.org
[16] D. Hunter and G. Gibson, “Embracing assessment: Improving reflective practice by task and assessment design,” in Teaching English ELT Research Papers 19.04, London:British Council 2019. www.britishcouncil.org form for reflection and an assessment rubric assessment criteria.
[17] P. Pardede, “Action research in EFL Learning and Teaching,” in Proceeding of EED Collegiate Forum 2015-2018. “EFL Theory and Practice: Voice of EED UKI,” P. Pardede, Ed, Jakarta: UKI, 2019, pp. 136-146.
[18] G. S. C. Hine, “The importance of action research in teacher education programs,” in Issues in Educational Research, vol. 23, no. 2, 2013, pp. 151-163. http://www.iier.org.au/iier23/hine.html
[19] S. Korucukis, “Professional journey through action research: A case of primary school teachers in an EFL context,” in The International Journal of Educational Research, vol. 5, no. 2, 2014, pp. 30-46.
[20] K. Lyngsnes, “A reflexive eye on a collaborative action research project in school,” in The Qualitative Report, vol. 21, no. 2, 2016, pp. 196-211. Retrieved from https://nsuworks.nova.edu/tqr/vol21/iss2/3
[21] F. Dehghan and R. Sahragard, “Iranian EFL teachers' views in action research and its application in their classroom: a case study,” in Journal of Teacher Education, vol. 4, no.1, 2015, pp. 39-52.
[22] T. Huang, “An action research on fostering critical thinking in EFL writing through formative assessment and feedback,” in Contemporary Educational Research Quarterly, vol. 24, no. 1, 2016, pp. 81-105. DOI: 10.6151/CERQ.2016.2401.03
[23] J. Yin, “Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience,” Innovation and Education, vol 1, no. 4, 2019.
[24] British Council, “Action research toolkit,” Kathmandu: British Council, 2015.
[25] “Reflective practice guide,” in: College of Policing 2017. https://www.cipd.co.uk/Images/reflective-practice-guide_tcm18-12524.pdf
[26] S. Z. Ahmad, “Pedagogical action research projects to improve the teaching skills of Egyptian EFL student teachers,” in Proceedings of ICERI2012 Conference 19th-21st November 2012, Madrid: Spain, pp 3589-3598.
[27] Y. Reich, “The principle of reflexive practice,” in Design Research, vol. 3, no. e4, Cambridge University Press, 2017, pp. 1-27, journals.cambridge.org/dsj DOI: 10.1017/dsj.2017.3 participatory action research(PAR)
[28] D. Chinn, “Reflection and reflexivity,” in Clinical Psychology Forum 178, British Psychological Society, October 2007.Uploaded by Deborah Chinn on 14 May 2019, https://www.researchgate.net/ publication/ 292453531
[29] V. Griffiths, “The reflective dimension in teacher education,” in International Journal of Educational Research, vol. 33, Elsevier Science Ltd., 2000, pp. 539-555. Uploaded by Vivienne Griffiths on 27 January 2018, https://www.researchgate.net/publication/222953641.
[30] M. M. Stîngu, “Reflexive practice in teacher education: facts and trends,” in Procedia - Social and Behavioral Sciences, vol. 33, Elsevier, 2012, pp. 617 – 621. www.sciencedirect.com
[31] “Resources for reflective practice” in: College of Policing 2017. file:///C:/Users/Owner/Downloads/Resources_for_reflective_practice_v1_0.pdf, in: https://www.college.police.uk/What-we-do/Development/ professional-development-programme/Pages/CPD_how_-_a_toolkit. aspx,
[32] P. Mathew, P. Mathew, and P. J. Peechattu, “Reflective practices: A means to teacher development,” in Asia Pacific Journal of Contemporary Education and Communication Technology (APJCECT), vol 3, no 1, 2017, pp126-131 www.apiar.org.au
[33] M. L. O. Mesa, “Reflective teaching: An approach to enrich the English teaching professional practice,” in HOW vol. 25, no. 2, Bogotá: Colombia: July/December 2018, pp. 149-170. https://doi.org/10.19183/how.25.2.386
[34] F. Duarte and A. Fitzgerald, “Guiding principles for a reflexive approach to teaching organisation studies,” in Journal of University Teaching & Learning Practice (JUTLP), vol. 3, no. 1, article 3, 2006, pp. 15-23. http://ro.uow.edu.au/jutlp/vol3/iss1/3
[35] https://youtu.be/vbYH8yaIVQw, Reflexivity: Reflective vs Reflexive; Reflection vs Reflexion, Jul 29, 2017
[36] https://youtu.be/4YGSTvH6vQ0, Reflective and Reflexive Practice, Dec 5, 2015.
[37] M. Seitova, “Student teachers’ perceptions of reflective practice,” in International Online Journal of Education and Teaching (IOJET), vol. 6, no. 4, 2019, pp. 765-772. http://iojet.org/index. php/ IOJET/ article/ view/723
[38] K. Vangrieken, F. Dochy, E. Raes and E. Kyndt, “Teacher collaboration: A systematic review,” in Educational Research Review, vol. 15, 2015, pp. 17–40.DOI: 10.1016/j.edurev.2015.04.002
[39] R. Woodland, M. K. Lee and J. Randall, “A validation study of the teacher collaboration assessment survey,” in Journal Educational Research and Evaluatann An International Journal on Theory and Practice, vol.19, no, 5, 2013, pp. 442-460. Published online: 18 Jun 2013. https://doi.org/10.1080/13803611.2013.795118
[40] S. Liu and H. C. Tsai, “Teachers’ experiences of collaborating in school teaching teams,” in Asian Social Science, vol. 13, no. 2, Canadian Center of Science and Education, 2017, pp. 159-168. DOI: 10.5539/ass.v13n2p159, URL: http://dx.doi.org/10.5539/ass.v13n2p159
[41] S. J. Damore and C. Murray, “Urban elementary school teachers' perspectives regarding collaborative teaching practices,” in Remedial and Special Education Hammill Institute on Disabilities, vol. , no , SAGE, 2008, https://journals.sagepub.com/doi/abs/10.1177/0741932508321007
[42] J. Killion, “High-quality collaboration benefits teachers and students,” in Lessons from Research, JSD, vol. 36, no. 5, 2015.
[43] A. Akyel, “Collaboration to explore teaching: A case study report,” in TESL Canada Journal, vol. 18, no. 1, 2000. Uploaded by Ayse Akyel on 19 October 2015.https://www.researchgate.net/publication/228349422
[44] M. Enisa,” The effect of collaborative reflection on EFL teaching,” in Procedia - Social and Behavioral Sciences, vol. 2, Elsevier, Science Direct online, 2010, pp. 3888-3891.
[45] G. V. Lee and B.G. Barnett, “Using reflective questioning to promote collaborative dialogue,” in Journal of Staff Development, vol. 15, no. 1,1994, pp.16- 20.
[46] J. M. G. Martínez, “How effective is collaborative reflective practice in enabling cognitive transformation in English language teachers?”, in Reflective Practice, vol. 19, no. 4, 2018, pp. 427-446, DOI: 10.1080/14623943.2018.1479688
[47] H. Tasdemir and T. Yildirim, “Collaborative teaching from English language instructors' perspectives,” in Journal of Language and Linguistic Studies, vol. 13, no. 2, 2017, pp. 632-642. http://www.jlls.org
[48] S. M. Pratt, S. M. Imbody, L. D. Wolf, and A. L. Patterson, “Co-planning in Co-teaching: A Practical Solution,” in Intervention in School and Clinic, vol. 52, no. 4, Hammill Institute on Disabilities: SAGE, 2017, pp. 243–249.
[49] E. Fennick and D. Liddy, “Responsibilities and preparation for collaborative teaching: co-teachers’,” in Teacher Education and Special Education, vol. 24 , no.3, 2001, pp. 229-240.
[50] V. L. Austin, “Teachers' beliefs about co-teaching,” in Remedial and Special Education, vol. 22, no 4, Jul-Aug 2001, pp 245-255. URL: https://journals.sagepub.com/doi/pdf/10.1177/074193250102200408
[51] M. W. Kamens, J. P. Susko1, and J. S. Elliott, “Evaluation and supervision of co-teaching: A study of administrator practices in New Jersey,” in NASSP Bulletin, vol. 97, no. 2, SAGE Publications Reprints and permissions, 2013, pp 166–190 sagepub.com/journals Permissions.nav DOI: 10.1177/0192636513476337 bul.sagepub.com
[52] P. Tremblay, “Comparative outcomes of two instructional models for students with learning disabilities: inclusion with co-teaching and solo-taught special education,” in Journal of Research in Special Educational Needs, vol. 13, no. 4, MA: John Wiley & Sons Ltd, 2013, pp. 251–258. https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1471-3802.2012.01270.x
[53] J. Park, “English co-teaching and teacher collaboration: A micro-interactional perspective,” in System, vol. 44, Elsevier, June 2014, pp. 34-44,. https://www.sciencedirect.com/science/article/abs/pii/S0346251 X14000256
[54] W. Luo, “Chapter thirteen collaborative teaching of EFL by native and non-native English speaking teachers in Taiwan,” in The NNEST Lens: Non Native English Speakers in TESOL, A. Mahboob Ed. Cambridge Scholars Publishing, 2010 http://nnestevo2014.pbworks.com/w/file /fetch/69375483/MahboobChapter%2013.pdf
[55] V. F. Burns and S. Mintzberg, “Co-teaching as teacher training: experiential accounts of two doctoral students,” in College Teaching, vol. 67, no. 2, pp. 94-99, 2019, DOI: 10.1080/87567555.2018.1558169
[56] M. Sotiriou, “Investigating student perceptions of student–staff partnership,” in Shaping Higher Education with Students Ways to Connect Research and Teaching. Vincent C. H. Tong, Alex Standen, Mina Sotiriou, Eds, UCL Press, 2018, ch. 1.4. URL: https://www.jstor.org/stable/j.ctt21c4tcm.10
[57] Faculty of Arts and Humanities, BUE, 2019 website https://www.bue. edu.eg/faculties-departments/arts-and-humanities/about-arts-and-humanities/#PageTitle
[58] S. Flakes, “Inclusion Corner: The art of co-teaching,” in Multibriefs: Exclusive, December, 2014, http://exclusive.multibriefs.com/content/ inclusion-corner- zthe-art-of-co-teaching/education
[59] N. Rashidi and Z. Javidanmehr, “Pondering on issues and obstacles in reflective teaching in Iranian context,” in American Journal of Linguistics, vol. 1, no. 3, 2012, pp. 19-27. DOI: 10.5923/j.linguistics.20120103.01
[60] H. S. Afshar and M. Farahani, “Inhibitors to EFL teachers’ reflective teaching and EFL learners’ reflective thinking and the role of teaching experience and academic degree in reflection perception,” in Reflective Practice International and Multidisciplinary Perspectives, vol 19, no 1, Taylor & Francis online, 2018, pp. 46- 67. https://www.tandfonline.com/doi/abs/10.1080/14623943.2017.1351353
[61] R. A. Villa, Co-Teaching, A guide to co-teaching - Practical tips for facilitating student learning: A multimedia kit for professional development, Thousand Oaks 2nd ed., 2017. https://www.ravillabayridge. com› Co-Teaching-Full-Day-20171024
[62] S. Y. Al-Shareef and R. A. Al-Qarni, “The effectiveness of using teacher-teacher wikis in collaborative lesson planning and its impact on teacher's classroom performance,” in English Language Teaching, vol. 9, no. 4, Canadian Center of Science and Education, 2016, pp. 186-202, doi: 10.5539/elt.v9n4p186 URL: http://dx.doi.org/10.5539/elt.v9n4p186
[63] J. Tice, “Reflective teaching: Exploring our own classroom practice,” in Teaching English, British Counsil, BBC 2004. https://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-classroom-practice
[64] T. Heick, “10 ways to be a more reflective teacher,” in Teachthought we grow teachers, November 2019. https://www.teachthought.com/ pedagogy/reflective-teacher-reflective-teaching/
[65] P. Hall and A. Simeral, “Stop, practice, collaborate: The cycle of reflective teaching,” in Teachthought we grow teachers, April 2019. https://www.teachthought.com/pedagogy/the-cycle-of-reflective-teaching/
[66] V. Himmelsbach, “Reflective teaching: Some tips to get started” November, 2018. https://tophat.com/blog/reflective-teaching-get-started
[67] “A practical guide to enabling effective teacher reflection 2019 V3.pdf, “Your practical guide to: Enabling effective teacher reflection,” in IRIS connect,UK:2019. Posted by Alexandra Spalding on 13 May, 2019. https://cdn2.hubspot.net/hubfs/1603217/A%20practical%20guide%20to%20enabling%20effective%20teacher%20reflection%202019%20V3.pdf
[68] https://study.com/academy/lesson/what-is-reflective-teaching-definition-methods-quiz.html
[69] https://www.slideshare.net/NathanHutchings/being-a-reflexive-teacher
[70] M. R. Morris, “A survey of collaborative web search practices,” in Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, ACM New York, NY, USA, 2008, pp. 1657-1660.
[71] P. Konieczny, “Wikis and Wikipedia as a teaching tool,” in International Journal of Instructional Technology and Distance Learning, vol. 4, no.1, 2007, pp. 15-34. http://www.itdl.org/Journal/Jan.PDF
[72] H. Kioumarsi, H. B. Shalmani and M. H. Meymeh, “Wikis and wiki-based activities: On peer collaboration in wikispaces and Its implications for the development of the L2 writing ability,” in CALL-EJ, vol. 19, no. 2, 2018, pp. 139-165. https://pdfs.semanticscholar.org/291c/ 4a7262237d031809bf6de38623c0a25db422.pdf?ga=2.36768035.2005531845.1576010049-642765562.1576010049.
[73] J. C. Richards, “Towards reflective teaching,” in The Teacher Trainer- A Practical Journal for those who Train, Mentor, and Educate TESOL Teachers, archive, back articles online 2019. https://www.tttjournal. co.uk/back-articles/
[74] J. C. Richards and C. Lockhart, Reflective teaching in second language classrooms, Cambridge Language Education, Cambridge University Press, 2007.
[75] A.Q. Pacheco, “Reflective teaching and its impact on foreign language teaching,” in Revista Electrónica “Actualidades Investigativas en Educación”, vol. 5, Número Extraordinario, 2005.Uploaded by Allen Quesada on 23 May 2014.
[76] “Three benefits of reflective teaching and how to practice it in your classroom,” March 2019, Online and On-site Graduate Courses for Educators. https://plsclasses.com/, https://plsclasses.com/tag/reflective-teaching/, https://plsclasses.com/three-benefits-of-reflective-teaching PLS Classes,
[77] A. Spalding, “5 benefits of being a reflective teacher,” in “Practical Guide to Enabling Effective Teacher Reflection,” IRIS posted on 13 May, 2019. https://blog.irisconnect.com/uk/blog/5-benefits-of-encouraging-teacher-self-reflection
[78] L. Dabbs, “The Value in Reflection for a New Teacher | Main | Finding Your Teacher Voice, 3 Tips to Support a Reflective Teaching Practice, in Education Week Teacher, February, 2018. https://blogs.edweek.org/ teachers/new_teacher_chat/2018/02/3_tips_to_support_a_ reflective_teaching_practice.html
[79] P. Graham, “Improving teacher effectiveness through structured collaboration: A case study of a professional learning community,” in Research in Middle Level Education (RMLE) online, vol. 31, no. 1, 2007. Published online: 25 Aug 2015. https://doi.org/10.1080/19404476. 2007.11462044.