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| What shall I explore – and what are my questions?
After the strategies mentioned above, I found out some
interesting things about the activities they liked most: they
preferred small plays and dialogues, and one thing that
was appealing to them was tourism. One of my students
mentioned the need they have to speak when they meet
a tourist in the city. We live in an area where tourists are
common and my students mentioned they wanted to
learn how to talk to a tourist, and how to give them some
directions, instructions or orientations to get to places
in the city.
They said that they would like to speak more in class.
My colleague mentioned that students only worked with
one partner and they did not have more opportunities
to talk. He suggested they exchange partners.
The information I collected told me that I was not giving
them enough time to practice: I was only giving one
speaking activity per class, or even only once a week.”
In
the story above, you were able to see how Teresa
decided to start her research by exploring her problematic
situation further, asking herself questions which could help
her do this. Teresa’s main exploratory
question was the
following:
■
■
Why is it that my students do not speak in class?
And she had a particular interest in two things:
■
■
Do my students like to speak in English?
■
■
What opportunities do they have to speak in class?
As you can see, these questions attempt to:
A. Clarify and understand the main issue
B. Give a sense of direction
to the research process
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