Educational Innovation And Introduction To Foreign Language Educational Research

EDUCATIONAL INNOVATION AND INTRODUCTION TO FOREIGN LANGUAGE EDUCATIONAL RESEARCH Mr. D. Salvador Montaner Villalba UNIVERSITY MASTER IN SECONDARY AND SIXTH FORM TEACHING, VOCATIONAL TRAINING AND LANGUAGE TEACHING Este material es de uso exclusivo para los alumnos de la Universidad Internacional de V...

EDUCATIONAL INNOVATION AND INTRODUCTION TO FOREIGN LANGUAGE EDUCATIONAL RESEARCH Mr. D. Salvador Montaner Villalba UNIVERSITY MASTER IN SECONDARY AND SIXTH FORM TEACHING, VOCATIONAL TRAINING AND LANGUAGE TEACHING Este material es de uso exclusivo para los alumnos de la Universidad Internacional de Valencia. No está permitida la reproducción total o parcial de su contenido ni su tratamiento por cualquier método por aquellas personas que no acrediten su relación con la Universidad Internacional de Valencia, sin autorización expresa de la misma. Edita Universidad Internacional de Valencia University master in Secondary and sixth form teaching, vocational training and language teaching Educational innovation and introduction to foreign language educational research 6 ECTS Mr. D. Salvador Montaner Villalba Key Link of interest Example Terms highlighted in orange are explained in the GLOSSARY. Important Index UNIT 3. EDUCATIONAL RESEARCH................................................................................ 7 3.1. Introduction................................................................................................. 7 3.2. English teaching as an object of research and study..................................................... 8 3.3. Paradigms, types of research and research methodologies in education.............................. 9 3.3.1. Case study............................................................................................ 12 3.3.2. Action-research...................................................................................... 13 3.3.3. Correlational study.................................................................................. 14 3.4. Data collecting tools in research.......................................................................... 15 GLOSSARY............................................................................................................ 17 LINK OF INTEREST................................................................................................... 21 BIBLIOGRAPHY....................................................................................................... 23 Recommended bibliography................................................................................... 23 References...................................................................................................... 23 Suggested reading.............................................................................................. 34 Specific reference. English................................................................................ 34 Educational innovation.................................................................................... 34 5 Unit 3 Educational research Specific learning goals Knowing basic methodologies, techniques and instruments for the collection and treatment of information on teaching and learning processes. Designing and developing research projects in education. Learning and applying basic methodologies and techniques of educational research. 3.1. Introduction Knowledge is all the information stored by human beings throughout their existence, which has been transmitted from one generation to another thanks to the ability to learn; and this process has been improved by teaching. 7 Unit 1. Innovation and research in education Mainly, we can identify two types of knowledge, being scientific knowledge the one that concerns us the most: Ordinary knowledge It is acquired by experience. It is limited when facing problems. It has no ability to act. It is not specialized. It is partial. Scientific knowledge It is acquired by the use of a method. It tries to solve problems. It has action capacity. It is specialized. It is universal. Therefore, it is through investigation that ordinary knowledge is fixed, enriched or rejected. This very same fact is, of course, applicable to education, and throughout this unit we will review the value of educational research and how science can help improving our teaching and learning process by: 1. Solving problems in a specific branch or area of knowledge. 2. Increasing the body of knowledge of that certain branch or scientific area to explain, predict and control phenomena. 3. Being able to build learning theories from that prediction and control. 3.2. English teaching as an object of research and study Within science there are two major branches, depending on the way they deal with facts and the methods they use; these can be formal or empirical sciences. Education is a social science, which makes it an empirical science. This means that researchers gather empirical evidence through experimentation or observation, and scientists record and analyse this data thoroughly before reaching a conclusion. 8 Educational innovation and introduction to foreign language educational research Educational research is focused on how to learn and teach or, in other words, on the didactics of teaching. As it happens in every branch of scientific knowledge, there is a need to observe, understand and explain. More specifically, the teaching and learning aspects that can be object of study in a classroom are: Message and content. The teacher as a conveyor of information. Method. Receiver, in this case is the student, getting all the information coming both from teacher and content. The different variables of context. 3.3. Paradigms, types of research and research methodologies in education A research paradigm is a set of beliefs and assumptions which are commonly held within a research community about ontological, epistemological, and methodological concerns. In words of Gimeno (1983), “a paradigm is a way of thinking and doing research or science”. The three most established research paradigms which can strongly influence education science work are: Positivist paradigm. A positivist approach to knowledge is based on a real and objective interpretation of the data at our disposal. Positivists believe that knowledge can be “revealed” or “discovered” through the use of the scientific method. 9 Unit 1. Innovation and research in education Interpretive paradigm. It is concerned with understanding the world as it is from subjective experiences of individuals, using methodologies that rely on a subjective relationship between researcher and students. Socio-critical paradigm. Is a set of ideas, approaches and theories that react against the current of positivism. It is based on social criticism, with a marked self-reflective character; it believes that knowledge is always built on interests that stem from the needs of a group. Throughout the 20th Century, the search of “laws” with which we could explain school learning and define intervention rules that could guarantee the effectiveness of teaching action and methodology gave birth to the following specific paradigms for educational research: Prognostic-product During the 1930s, teaching effectiveness was understood as a direct effect of the physical and psychological characteristics that defined the teacher’s personality. Thus, studies focused on the search for the “effective professor” defined by his characteristics and abilities. Therefore, this paradigm considers almost exclusively what a teacher “is”, neglecting what really happens in the classroom. Process-product This paradigm appeared in the 1940s and lasted until the 1970s. During this period, relationships in the classroom were established according to the teacher’s observable behaviour at the time of teaching. In other words, the observable behaviour of the teacher constitutes the most significant and decisive variable for the student’s academic performance. Therefore, the characteristics of this paradigm are: The educational practice revolves around what the professor “does”. It defines the influence in the classroom as unidirectional. It performs observation with rigid instruments (consistent with its conceptual poverty). It disregards the importance of content in teaching-learning processes. Mediational This paradigm emphasizes the implicit human processes that mediate between instructional stimuli (teacher’s behaviour) and learning outcomes (observable student knowledge). It incorporates the mediating variable of the student and the teacher as responsible for the real causes and effects of life in the classroom, which are defined by mental processes; in the case of the teacher, through planning, organization, intervention and evaluation, but it also pays attention to the mental and affective processes of the student when participating in learning activities. 10 Educational innovation and introduction to foreign language educational research It should be noted that this model may be centred on the teacher (in which case the most important aspect is the socialization process based on pedagogical beliefs, ideas, implicit theories about the student, teaching and learning and society) or on the student (in which case the teacher’s behaviour, teaching materials and strategies do not cause learning directly, but influence the results only to the extent that they activate processing responses in the student). Ecological This paradigm regards classroom life in terms of sociocultural exchanges and proposes its research from methodological, ethnographic, situational and qualitative approaches. It is based on a social perspective, understanding life in the classroom as a network of socio-cultural exchanges, incorporating the concepts of influence of the mediational model, and emphasizing that individuals must process information by themselves. It suggests that teaching-learning processes cannot be understood without taking into account the complex structure of interdependent variables that make the group a social structure, considering the relationships between the environment and individual as well as collective behaviour. All in all, the variables to consider are: Situational. Those that define the physical and psychosocial climate where the exchange takes place (goals, teacher’s expectations and individual or group expectations). Also the setting or framework, its structure and the activities that take place. Experiential. They include the meanings and ways of each individual and their background. Communicative. It is the complex social and cultural environment in which classes take place, depending on which the meanings of communications may be different at the intrapersonal level (of each individual), the interpersonal level (the exchange between students) or group level (the messages that the individual receives as a member of a group, as well as interpretation and performance). As a conclusion, we must bear in mind that in order to reach a better understanding of the investigated fact, we need to integrate quantitative and qualitative methods or paradigms. At this point, once we set out to conduct educational research, we must begin by choosing what type of study it will be, as it will define its structure. Basically, there are three kinds which, in turn, present different options that we will discuss later on in this unit. These three types of research are: Non-experimental. A study in which a researcher cannot control, manipulate or alter the predictor variables or subjects, but instead relies on interpretation, observation or interactions to come to a conclusion. Typically, this means the non-experimental researcher must rely on correlations, surveys or case studies, and cannot demonstrate a true cause-and-effect relationship. Some of the most relevant methodologies in educational research are of this type, due to the circumstance that a classroom is an open environment where not everything can be controlled. 11 Unit 1. Innovation and research in education Experimental. In this case the researcher is able to control the experiment to a high degree, manipulating predictor variables and subjects to identify a cause-and-effect relationship. This typically requires the research to be conducted in an environment that allows such level of control (like a lab), with an experimental group being manipulated and a placebo group to compare results with. Quasi-experimental. It involves the manipulation of an independent variable without the random assignment or sorting of participants to conditions. Among the most important types are non-equivalent groups designs, pre-test/post-test, and interrupted time-series designs. It does not eliminate the problem of confusing variables, however, as it does not involve random assignment to conditions like an experimental study would. As was mentioned before, some of the most relevant methodologies in educational research are case study, action-research and correlational study. 3.3.1. Case study Since case study is one of the modalities of this master’s dissertation, it is highly advisable for students to get familiar with this type of qualitative research. Case study is a tool or research method which springs from medical and psychological research, having also been used in the field of sociology by authors such as Spencer (1851) and Weber (1922), among others. It is also used in the area of social science as a qualitative research method. It was created in 1920 at the Law School of Harvard University, with the aim of simulating complex authentic situations through which students could develop some specific skills and attitudes in an intrinsic way. Within the field of education, psychologist Robert E. Stake (1979, 1995, 2006) is pioneer in applying case study to educational assessment. His works develop the methodology of case study in qualitative research. His book The Art of Case Study Research (1995) is a world reference in both the doctoral and postgraduate levels. The theoretical principles of qualitative research through case study constitute a gathering of research methods having naturalistic, holistic, phenomenological and ethnographic character. Stake has published various works on the outcomes of assessment in education, and especially on case study applied to teachers’ training and networks. Merriam (1988) defines case study as particularistic, descriptive, heuristic and inductive. This research method is very useful for analysing practical problems or specific situations, with a final register shown in a descriptive way, with pictures, narrative resources, etc. Stake (1995) distinguishes three types of case study: intrinsic, instrumental and collective, whereas Yin (1993) classifies it into single case study and multiple case study. Within the field of language teaching, it is worth mentioning Labrador (1996, p. 531) who defines it as “a set of descriptions of a real life situation that can include quantitative data, graphs, maps, organization charts, computer support... posing a problem that requires decision-making”. Therefore, the aim of case study is to improve the educational reality through examples or situations which take place in specific educational contexts, answering questions such as “how” and “why” (Yin, 2004). These 12 Educational innovation and introduction to foreign language educational research questions allow researchers to identify the initial problem of a case study in order to establish an integrated system which will constitute the phenomenon research aim. Students of this master’s degree might be interested not only in English language teaching, but also in teaching English for specific purposes (ESP). In relation to this, Basturkmen (2010) and Long (2005) have carried out research in which case study was the methodology chosen. Basturkmen (2010) describes two experiments: an English course for the police and another one in the field of medicine, whereas Long (2005) researches on the teaching of English in the area of cattery (2005, pp. 127-158) and to journalists (2005, pp. 182-199). 3.3.2. Action-research According to Diccionario de términos clave de ELE from Cervantes Institute, action-research is “a qualitative research method that turns what happens in everyday teaching into the centre of attention, in order to discover what aspects can be improved or changed to achieve a more satisfactory performance”. Social psychologist Lewin (1946) is considered as the founder of this research method, which originated in social sciences in the 1940s. As far as research-action applied in education is concerned, various movements referring to praxis abundance have appeared. Sternhouse (1985), Elliot (1978, 1993) and Kemmis and McTaggart (1988) present the idea of the teacher as a researcher and suggest that the teacher systematically research their own teaching with the aim of improving it. The teacher thus combines the roles of researcher, observer and teacher, while they apply theoretical knowledge within a specific context, in which it is appropriate to put a determined educational action into practice (Cohen, Manion and Morrison, 2007). This research method has evolved through different phases and movements. Nevertheless, it was in the 1980s when collaboration between teachers and researchers in the development of the curriculum acquired great relevance. The works of Schön (1983) follow the theoretical principles of the researchaction method. Schön (1983) supports the idea of the teacher-researcher with his own theory of reflective practice, as the author believes that the teacher should reflect on their own teaching with the aim of changing it when necessary. Indeed, the main purpose of the research-action method is to improve the educational reality through the continuous reflection on the educational practice, which results in specific interventions. Action acquires a relevant role within the teaching and learning process, since, according to Carrilla (2012, p. 92), “the subjects involved maintain an active role by having to reflect on the problems that arise in teaching practice, and having to act on them in order to improve reality”. According to some authors such as Cohen and Manion (1990) and Elliot (1993), some of the most relevant characteristics of the research-action method are the following: Its aim is to improve education through change. It implies the collaboration of researchers and teachers. It is only centred on the problems within a specific context. 13 Unit 1. Innovation and research in education This method works as a cyclic process, as it is continuously planned, in order to take subsequent action, being the next step the observation and corresponding reflection, to end with planning again. The teaching practice itself is less relevant than the context which is researched. Possible changes, based on reflection, are continuously considered, for a wider and more objective vision of reality. The basic tools to be used in order to do research on teaching are systematic observation and dialogue with other researchers and teachers. Thus we will be able to triangulate the final outcomes, that is, to double-check the opinions of teachers and students as well as the considerations of observers. The most common tools for data collection are the teacher’s diary, the learner’s diary, the recording of lessons, interviews with those implied in the process, etc. 3.3.3. Correlational study A correlational study determines whether two variables are correlated or not. This means analysing whether an increase or decrease in one variable results in an increase or decrease in the other. It is very important to note that correlation does not imply causation; it is not always possible to legitimately deduce a cause-and-effect relationship between two variables solely on the basis of both being present in the same situation. There are three types of correlation: Positive correlation between two variables occurs when an increase in one variable leads to an increase in the other, and when a decrease in one leads to a decrease in the other. For example, having a large amount of money could be positively correlated with owning many properties. Negative correlation occurs when an increase in one variable leads to a decrease in the other, or the other way around. For example, education level may be negatively correlated with crime. This means that increasing the level of education in a country can lead to a decrease in crime. Remember that this does not mean that lack of education causes crime, as correlation does not imply causation. Two variables are uncorrelated when a change in one does not lead to a change in the other and vice versa. For example, it is usually said among millionaires that happiness is not correlated with money. This means that an increase in money does not lead to happiness. In order to effectively conduct a correlational study, these steps must be followed: 1. Carefully define the problem that is going to be studied. 2. Choose the study sample according to the needs of the research project. 14 Educational innovation and introduction to foreign language educational research 3. Select the assessment instruments to be used, be it online surveys, field observation or documentary research. 4. Determine the steps to follow to correctly implement the process. 5. Collect all the necessary data. 6. Analyse and interpret the information to make the right decisions. 3.4. Data collecting tools in research According to Rodríguez (2011), instruments are “those objects that have an external and independent physical and categorical reality, since the information to be collected is predetermined by the researcher’s objectives”. Instruments are real and physical tools that allow the information to be collected, among which we can find: Observation tools Diary. It allows the researcher to perceive the changes in the subject of study throughout a period of time. Checklists. They are closed-ended surveys, very useful for quantitative studies. They are based on questions with predefined answer options. Direct observation. It is one of the most passive qualitative data collection methods. The researcher is limited to watching and taking notes, making video or audio recordings, taking photos, etc. 15 Unit 1. Innovation and research in education Interviewing tools One-on-one conversation or group interview. The interviewer speaks face to face, hence collecting data directly from the interviewee. It is very useful when highly-personalized data must be gathered that can be recorded in whatever way the researcher finds more suitable. Survey. It is designed to collect and record information from many people, groups or organizations in a consistent way. Questionnaire. A questionnaire is a form containing questions. It may be a printed form or one designed to be filled in online (with Google forms or similar). Legislative Annex The detail of the educational legislation currently in force, including the corresponding links to the Official State Gazette (BOE), can be consulted in the document "Legislative Annex". It also presents, succinctly, the subjects related to the area that are present in the current official curricula. 16 Glosario Action research Action research is either research initiated to work out an immediate problem or a reflective process of progressive problem solving led by individuals collaborating with others in teams or as part of a “community of practice” in order to improve the way they address issues and solve problems. There are two types of action research: participatory and practical. Assessment Assessment in education is the systematic process of documenting and utilizing empirical data on knowledge, skill, attitudes and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining learners’ work in order to assess the achievement of learning outcomes, or it can be based on data from which one can make inferences about learning. The word “assessment” came into use in the educational context after the Second World War. Case study A case study is a report about a person, group, or situation that has been researched. Case studies can be produced by following a formal research method. These case studies are likely to appear in formal research venues, such as journals and professional conferences. The resulting body of “case study research” has long had a relevant place in many disciplines, including psychology, anthropology, sociology, political science, education, clinical science, social work, and administrative science. Connectivism Connectivism is a learning hypothesis which focuses on the role of social and cultural context. In this sense, connectivism proposes to see knowledge’s structure as a network and learning as a process of pattern recognition. Connectivism is often associated with Vygotsky’s “zone of proximal development” (ZPD). Content and language integrated learning Content and language integrated learning (CLIL) is a methodology similar to content-based instruction. It is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. Constructivism Constructivism is a philosophical viewpoint about the nature of knowledge. Its two major representatives are Piaget, who focused on how human beings construct meaning out of the interaction of their experiences and ideas, and Vygotsky, whose views centred on human development in a social context. 17 Glossary Cooperative learning Cooperative learning is an educational approach whose purpose is to organize classroom tasks into academic and social learning experiences. Students must work in groups to complete activities collectively toward academic aims. The teacher’s role is to facilitate students’ learning. Everyone succeeds when the group succeeds. Educational innovation It is the incorporation of something new into the existing educational reality, with the aim of improving education practice as a whole. Educational innovations can affect any of the elements in the curriculum, which means that when one element is innovated, others must be adapted, as well as the interrelationships among them, in order to keep an inner coherence. Educational research Educational research refers to the systematic collection and analysis of data related to the field of education. Research may involve a variety of methods and imply various aspects of education, including student learning, teaching methods, teacher training, and classroom dynamics. Educational researchers may draw upon a variety of disciplines, such as psychology, sociology, anthropology and philosophy. Evaluation Evaluation is a systematic determination of a subject’s merit, worth and significance, utilizing criteria established by a set of standards. Evaluation aids an organization, program, project or any other intervention or initiative to assess any aim, realizable concept or proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value related to aims and results of any such action that has been fulfilled. Evidence-based education Evidence-based education is an approach to all aspects of education—from policy-making to classroom practice—in which the methods used are based on significant and reliable evidence derived from experiments. It aims to apply the best available evidence, gained from the scientific method, to educational decision making. Flipped classroom Flipped classroom is an educational strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves tasks, including those usually considered as homework, into the classroom. Students watch online lectures, take part in discussions, or carry out research at home, and engage in concepts in the classroom with the aid of the teacher. The flipped classroom intentionally shifts instruction to a learner-centred model in which topics are explored in greater depth and meaningful learning opportunities are created during the time spent in the classroom. 18 Educational innovation and introduction to foreign language educational research Gamification Gamification is the application of game-design elements and game principles in non-game contexts in order to improve user engagement, organizational productivity, learning, etc. The majority of studies on gamification find it has positive effects on individuals. However, individual and contextual differences exist. Gamification can also improve an individual’s ability to comprehend digital content and to understand a certain area of study, such as music. Plurilingual education Plurilingualism is a situation wherein a person who has competence in more than one language can switch from one language to another and vice versa depending on the circumstances at hand with the purpose of dealing with a social matter. A consequence of plurilingualism is pluricultural competence. In general, persons who are identified as plurilinguals had contact with foreign languages through educational institutions; however, the education system plays only a small role in the linguistic competence of these individuals. Task-based language learning Task-based language teaching (TBLT) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words, the appropriate completion of real world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for the development of target language fluency and student confidence. TBLT can be considered a branch of communicative language teaching (CLT). Triangulation In social sciences, triangulation refers to the use of two or more methods to check the outcomes of the same research. The idea is that one can be more confident if different methods lead to the same result. Triangulation is a powerful technique that facilitates validation of data through cross verification from two or more sources. In particular, it refers to the application and combination of several research methods in the study of the same phenomenon. 19 Enlaces de interés Blog Innovación Educativa, by Ángel Fidalgo. https://innovacioneducativa.wordpress.com/ International Journal of Technology and Educational Innovation. http://www.revistas.uma.es/index.php/innoeduca British Educational Research Association. https://www.bera.ac.uk/group/research-methodology-in-education British Council, Teaching English. http://www.teachingenglish.org.uk/ One Stop English. http://www.onestopenglish.com European Centre for Modern Languages of the Council of Europe. http://www.ecml.at/ Cooperative Learning, Justifica tu Respuesta. http://justificaturespuesta.com/aprendizaje-cooperativo-manuales/ Task-based learning, Campus Educación. https://www.campuseducacion.com/revista-digital-docente/numeros/5/files/assets/basic-html/ page-24.html# Gamification in education. http://www.educaciontrespuntocero.com/recursos/herramientas-gamificacion-educacion/33094. html The Flipped Classroom, founded by Raúl Santiago. www.theflippedclassroom.es 21 Link of interest Open educational resources. https://www.oercommons.org/ Language MOOCs group in LinkedIn, coordinated by Dr. Elena Martín-Monje (UNED). https://www.linkedin.com/groups/7062803 Mobile language learning. https://www.britishcouncil.org/voices-magazine/mobile-learning-improve-english-anytime-anywhere http://www.simposioml.org/ Nanoexperiencias de aprendizaje, Educalab, INTEF. http://educalab.es/intef/formacion/formacion-en-red/nooc 22 Bibliografía Recommended bibliography Bisquerra, R. 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English Martín-Monje, E. and Bárcena, E. (eds.). (2014). Language MOOCs: Providing learning, transcending boundaries. Berlin: De Gruyter Open. Montaner Villalba, S. (2017). La competencia en producción escrita en inglés mediante el blogging. Mejora de vocabulario técnico de la lengua inglesa en blogging. Munich: Edit. Académica Española. Vázquez-Cano, E. and Martín-Monje, E. (2014). Nuevas tendencias en la elaboración y utilización de materiales digitales para la enseñanza de lenguas. Madrid: McGraw-Hill-Interamericana. Educational innovation Medina Rivilla, A. et al. (2011). Innovación de la educación y de la docencia. Madrid: Editorial Universitaria Ramón Areces, UNED. Pérez Juste, R. (2012). Métodos y diseños de investigación en educación. Madrid: UNED. 34 Educational innovation and introduction to foreign language educational research Pérez Juste, R. (2006). Evaluación de programas educativos. Madrid: La Muralla. Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage Publishing. Villar Angulo, L. M. et al. (2009). Creación de la excelencia en la Educación Secundaria. Madrid: Pearson. 35 Autor Mr. D. Salvador Montaner Villalba Reservados todos los derechos© Universidad Internacional de Valencia - 2023