Action research on learning strategies in pre-service teacher training

INTRODUCTION

A third year practical methodology course at the Teacher Training College in Cieszyn is closely linked to the teaching practice that trainees undertake in primary, middle and secondary schools and its purpose is to give the trainees an opportunity to reflect on different classroom procedures, as well as share and look for solutions to problems encountered during their teaching practice.

One of the most common issues usually raised by the trainees is their learners' inability to learn efficiently, which may partly be due to the fact that the learners have not developed effective learning strategies. Although learner-centredness in a foreign language classroom is an advocated approach in a reformed Polish school, the area of learner-training is still very much neglected. According to Ellis and Sinclair (1989:2), the goals of learner-training are: "to help learners consider the factors that affect their learning and discover the learning strategies that suit them best so that they may become more effective learners; (...) take on more responsibility for their own learning".

In view of the above, the decision to engage third year teacher trainees in a small-scale action research was made. The research was aimed at developing effective learning strategies among learners in primary, middle and secondary schools. It was hoped that the results of the research would provide an answer to the question whether learners' difficulties with different areas of English might be attributed to ineffective strategies employed, and whether the implementation of effective strategies would improve learners' performance in the problem area.
According to Oxford (1990), learning strategies may be taught through: a) awareness training, b) one-time strategy training, or c) ongoing training. The following action research conducted at the Teacher Training College in Cieszyn in the 2004/2005 academic year was based on the premise that strategy training should be an ongoing process closely integrated into regular teaching and learning, as only then is it possible to observe its long-term benefits.

PROCEDURE:

1. Induction and reflection

Before the trainees embarked on the research in their classrooms, an induction training session took place at the beginning of the winter semester. Its main purpose was to familiarize trainees with theoretical principles concerning learning strategies and strategy training. The trainees were referred to O'Malley and Chamot's (1990) classification of the learning strategies into: cognitive, metacognitive, social and communication strategies. A practical task (Parrot 1993:57) on the classification of various strategies into the above categories was conducted and the trainees had an opportunity to check their understanding of the theoretical principles concerning learning strategies. The trainees were also encouraged to reflect on their own strategies employed to deal with different skills and areas of the English language and to decide which of them might be considered effective or ineffective.

A substantial part of the induction session was devoted to the concept of Action Research and its place in the area of teacher development. Nunan's (1993) framework of Action Research was discussed and put forward as a model for conducting action research on learning strategies.

2. Action Research

The research was conducted over the period of seven months (October-April) and its main stages involved (Nunan 1993): identification of the problem, collecting and interpreting data, action plan: suggested solutions, classroom application and evaluation.

The trainees were asked to identify one area or skill the majority of their learners had problems with and find out what strategies they used to cope with that area or skill. To collect data the trainees could choose one of the following instruments: an interview, a questionnaire or observation tasks.

Having identified the problem area or skill, the trainees devised an ACTION PLAN in which they clearly specified how they intended to help their learners and what learning strategies they would suggest to them and also, how these would be incorporated into regular class work. To help the trainees devise their action plan, they were referred to two practical sources on strategy training:
Ellis, G. & Sinclair, B. 1989. Learning to Learn English. CUP
Lowes, R. & Target, F. 1998. Helping Students to Learn. A guide to Learner Autonomy. Richmond Publishing

The action plan was submitted to the methodology teacher in December and the trainees started implementing it in January. The evaluation (April) provided trainees' comments on the following questions:

- Has the implementation of the suggested learning strategies produced visible results in learners' performance regarding the area/skill in question?
- What are your recommendations for other teachers interested in developing their students' learning strategies?

CONCLUSIONS

Generally, the trainees' comments on the research were very positive and a number of advantages were identified. One of the most important ones mentioned was the fact that the research was an AWARENESS-RAISING experience which helped the trainees identify and deal with learners' problems with learning. It also enabled them to get to know their learners and their needs better. It was also pointed out that being aware of the necessity to implement elements of the action plan made the trainees more sensitive to what the learners actually did in terms of their learning.

In most cases, however, it was difficult for the trainees to conclude that the research had produced visible results in their learners' performance.It was indicated that the period of time devoted to the research was too short to observe results of the implemented strategies, but, on the other hand, the learners had become more conscious of the strategies they employed to tackle a particular area or skill.

The trainees also offered a number of suggestions on the strategy training implementation. First of all, it is of vital importance for teachers to show their learners a range of possible strategies, but these should not be imposed on learners. A learning strategy is linked to individual learning preferences, and therefore each learner should be able to decide which strategy to use. The teacher's role, then, is to suggest ways in which a learning task may be approached, but ultimately it should be the learners deciding which strategies they find suitable and effective.

Generally, the trainees found strategy training a very useful part of their classroom experience, although they admitted it required a lot of consistency and self-discipline on the part of the teacher who needs to keep the learners focused on the strategies they employ, as well as consider this aspect during lesson planning. This, though, is a very difficult task for inexperienced teachers.

Having considered all the identified advantages and disadvantages of the research, it may be concluded that action research on learning strategies should remain part of the practical methodology syllabus during the third year at the Teacher Training College in Cieszyn.

BIBLIOGRAPHY

Edge, J. & Richards, K. (ed) 1993. Teachers Develop Teacher Research- papers on classroom research and teacher development. Oxford: Heinemann
Ellis, G. & Sinclair, B. 1989. Learning to Learn English. Cambridge: CUP
Nunan, D. 1993. Action research in language education in Edge, J. & Richards, K.(ed) 1993 pp 39-50
O'Malley, J. M. and Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: CUP
Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle
Parrot, M. 1993. Tasks for Language Teachers. Cambridge: CUP

 

Opracowanie: Danuta Sewera

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