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Television in TESOL – The research agenda
by
Richard Kiely
- 3

4. Journeys & destinations

It may be a weakness of the journey metaphor here that the decision about destination is made after consideration of route and mode of transportation. In the real world (as teachers know well) planning and decision-making are never linear in the way that such models suggest. And a final course of action rarely conforms neatly or rigidly to a pre-ordained model of enquiry. Given these limitations, teachers can use the above framework to research the contribution of television to their language teaching programme. Table 2 sets out some ways in which teachers can plan enquiries into these resources. The matrix is intended to be indicative rather than exhaustive; to initiate thinking into teacher research in this are, rather than provide plans ready to implement.

Aspect of language teaching where the contribution of television merits enquiry

DESTINATIONS:

Purpose of research – some examples

MODES OF TRANSPORTATION:

Research strategy

I: Intervention

N: Naturalistic

B: Behaviour

A: Attitudes

ROUTES: Teacher research discourses
Effectiveness in terms of language learning outcomes

To understand how television data contributes to learning in relation to the four skills, (direct skills development such as listening/viewing comprehension skills, or indirect skills development such as television as a stimulus for speaking and writing) development or specific aspects of form, such as grammar, vocabulary or pronunciation

Comparisons of task and activity types using tests and students’ work; (I; B)

Self-assessments and reflections by students and teachers on how learning with television contributed to particular abilities and capacities.
(I; N; A)

Action Research

Programme evaluation

Effectiveness in terms of language learning process To understand how television data contributes to classroom and other learning processes

Accounts of classroom and other learning processes using recorded classroom discourse and/or fieldnotes which reveal ways in which television data added value, or created opportunities for learning
(I; N; A; B)

Action Research

Reflective Practice

Programme evaluation

   

Examining how students take ownership of the opportunities for learning, and documenting i) use of television outside the classroom; ii) opportunities to talk or write about responses to television data; and iii) opportunities to suggest television data for classroom activities.
(I; N; A)

Action research

Programme evaluation

Autonomy To understand how use of television data in the curriculum engages and empowers learners and facilitates independent learning    
Culture and intercultural learning as dimensions of the language curriculum To understand the contribution of television the these aspects of the language curriculum

Examining how views of self and others become more complex and nuanced through television-based activities

(I; N; A)

Action Research

Reflective Practice

Programme evaluation

Motivation in language learning and teaching To understand the particular motivational effects of television data in the language curriculum Understanding how language learning aspirations and effort are affected by activities involving television viewing (I;N;A;B)

Action Research

Programme evaluation

Teaching and management perspectives To understand i) how the use of television affects the teacher’s role and planning processes, and ii) the technical aspects of creating and monitoring access to television data

Examining the time and other resources required to create access (in terms of recording, editing, and task designing) to ephemeral television data for learning purposes.
(I;N;B)

Action Research

Programme evaluation

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