2014 Action Research in ELICOS Program
| Publications |
Research theme
The focus for this year's program was teaching, learning and assessing reading. In particular, through action research the program aimed to identify effective classroom interaction practices that enhance and integrate reading skills development and take into account the assessment of learner progress and/or achievement.
Research theme subtopics
Below is a list of issues related to the theme that teachers could explore within the program. Teachers were also encouraged to submit expressions of interest looking at other subtopics within the overal theme.
Teaching reading
• identifying students’ experiences, attitudes and needs in reading
• developing specific reading skills (eg vocabulary development, reading fluency, genre awareness)
• exploring students’ responses to reading different kinds of texts
• selecting and designing materials/resources for reading development
• developing tasks for critical reading
• exploring technology for teaching reading
• introducing an extensive reading program
• enhancing an existing reading course
Learning reading
• raising self-awareness about individual reading needs
• enhancing specific skills in reading (e.g. skimming, scanning, inferring key meanings)
• developing a critical approach in reading
• developing metacognitive awareness of strategies for reading development
• self-assessing reading inside/outside the classroom
• identifying personal goals for monitoring reading progress
Monitoring and assessing reading
• exploring learning oriented reading assessment
• preparing students for reading tests/assessments
• integrating reading assessment tasks into classroom planning
• providing feedback for reading development
• exploring ways to balance exam preparation with general reading development
• using integrated assessment tasks (reading to speaking or reading to writing)
Directors of Studies/academic managers might like to select issues relevant to their particular teaching context for a focus of professional development for their college.
Participants & projects
L-R: Wendy Onslow-Mato, Luke Alexander, Caroline Keogh (front), Narelle Clarke, Joh Smith, Katherine Brandon, Anne Burns (sitting), Kerry Ryan, Jade Sleeman, Eileen Wood (sitting), Marlon Schoep
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Luke Alexander & Wendy Onslow-Mato |
Macquarie University English Language Centre (NSW) |
Designing tasks for critical reading for EAP students |
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Narelle Clarke |
English Language Centre, University of New England (NSW) |
Exploring the use of technology for teaching and learning EAP reading skills |
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Irene Fernandez & Louise McRoberts |
Swinburne College (VIC) |
Exploring the benefits of reading aloud in ESL classrooms |
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Caroline Keogh & John Smith |
Griffith English Language Centre (QLD) |
Developing a supported extensive reading program for the digital native learner |
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Marlon Schoep & Eileen Wood |
Curtin English Language School (WA) |
Developing motivated readers through extensive reading |
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Jade Sleeman & Kerry Ryan |
Latrobe Melbourne (VIC) |
Using an interactive approach to developing critical reading skills |
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Participants can click here to log into the Action Research in ELICOS Program wiki. |
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Publications
Click here for a PDF of a summary of the 2014 projects. Full reports will be published by Cambridge English in June 2015 as Research Notes 60.
For more information about this program please contact Sophie O'Keefe (02) 9264 4700.
Please contact English Australia, easec@englishaustralia.com.au, if you need further information or help.
