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    Teachers evaluating tasks

    Access Status
    Fulltext not available
    Authors
    Ellis, Rod
    Date
    2015
    Type
    Book Chapter
    
    Metadata
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    Citation
    Ellis, R. 2015. Teachers evaluating tasks, in Bygate, M. (ed), Domains and Directions in the Development of TBLT: A decade of plenaries from the international conference, pp. 247-270. Amsterdam, Netherlands: John Benjamins.
    Source Title
    Domains and Directions in the Development of TBLT: A decade of plenaries from the international conference
    DOI
    10.1075/tblt.8.09ell
    ISBN
    9789027207319
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/59206
    Collection
    • Curtin Research Publications
    Abstract

    Conducting action research is not something that teachers always find easy. Nunan (1990) reported that teachers’ action research proposals tended to be rather grand and unmanageable because they had failed to identify specific research questions. I propose that one practical way in which teachers can research their teaching is by carrying out micro-evaluations of instructional tasks. In this paper I report my experience of requiring students enrolled in a course on task-based teaching as part of their MA studies to undertake an evaluation of a task. They were first asked to design their own task in groups. They then planned a micro-evaluation of the task, taught the task and in the process collected data for the evaluation, and finally wrote a report. I use examples of their reports to discuss how they planned their evaluations, the process of conducting the evaluations, and the kinds of findings they came up with. I also examine the utility of such micro-evaluations as a means of developing teachers’ understanding of task-based teaching.

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