Classroom research

Course Objectives
The sessions on classroom research will help teachers:

• Understand the nuances and importance of doing classroom-based research

• Identify classroom issues and problems and frame research questions to address those problems

• Identify data collection methods and tools

• Analise both quantitative and qualitative data

• Write research-based papers and reports

Reflective practices
What is reflective practice?

• Knowing how you teach makes you a more effective teacher

• Provides a record of your progress

• Clarifies your thinking

• Allows you to actively participate in your own development

Why do reflective practice?

◦ We can become conscious of our bias and discrimination.

◦ Make the best use of the knowledge available.

◦ Avoid past mistakes.

◦ Maximize our own opportunities for learning.

Kolb’s learning Cycle
Critical incidents from training sessions

• Correcting teachers’ language errors. Pointed out some mistakes made by a teacher while presenting her reflections. She got angry, wanted to discontinue the training.

• One challenge was establishing rapport with the teacher participants. A few were aged and experienced, a few came in just because the Dept forced them to write the test and a few who really wanted to learn.

• A teacher was reluctant to learn and pay attention to the class. She would not look at us, nor listen to the instructions. She would participate only when she wanted to. She was not punctual too.

One day, I lost my temper and warned her not to do so. I was forced to do the tough talking.

This incident made me sad.

• A teacher was always busy using the mobile. During the training sessions, he was chatting, messaging, etc. One day he was caught red handed by the DIET Lecturer. The Lecturer warned him. This made him arrogant. He made it a big issue.

Classroom incidents

• This incident took place a year ago. I was engaging English class in VIII std. It was the fine morning of Monday. Suddenly my Headmaster entered the class accompanied by an Education officer. He introduced me to the Officer as the new English teacher. After asking me about my teaching style and the syllabus, the Officer started interacting with the students. He asked them about the last English lesson I taught. A few of them said the title and others probably have forgotten it. He took my textbook, opened the said lesson and started asking questions.

I was confident that my students will answer his questions as I had discussed it in the class and had conducted a test too. But a cruel surprise was waiting for me, because very few were able to answer his questions; that too with a lot of struggle. The Officer stared at me and asked, “What do you do in the class? None of your students is able to answer simple questions from the lesson you have already taught.” All my efforts to convince him about my serious efforts in the class went in vain. It was really an embarrassing moment for me. I felt very bad on that day.

• Three of my students always come late to class. They come late because of different reasons. Child 1, Fathima, comes to school on foot. She has to attend madrassa classes before reaching school. She is very brilliant in academic activities. Her mother has five children and she is the fourth child. Nobody is there in her house to take care of her academic needs.

Child 2, Nikhil, has a problem with his mode of commuting to school. Recently his parents have changed their house to a distant place. Nikhil is not interested in academic activities but he is good at co-curricular works.

Child 3, Amritha, is a silent girl. She comes from a coastal area, a distant place from my school. Her auto driver is very irresponsible and because of him, she cannot reach school in time. She is good at co-curricular activities.

While checking their notebooks and portfolios, I realized they are incomplete. Fathima and Amritha  are interested in academics but their late coming is affecting their studies. They try to copy from others, but they miss many activities. In Nikhil’s case, he is a slow learner and he writes nothing systematically.

I have to do something to make these students regular and punctual. I will talk to their parents once. I will request our SRG (School Resource Group) to conduct awareness classes for parents in every term of the academic year.

Classroom issues
• All the students in Class VII can read textbook lessons properly but they cannot read any passage outside the textbook

• My students hesitate to speak in English. They always answer in their mother tongue.

• When I teach a topic in my class, all the students understand well. They respond and answer all the questions. But they forget most of the things the very next day. They cannot answer my questions.

Assignment (individual)

Choose an area you want to explore and study further. Write research questions, design research tools and discuss the methodology you will adopt.

Write your responses to the following statements.

Part 1 (Teacher related factors)
Read the statements and rate your ability in a scale of 1 to 5 where 1 is the lowest and 5 is the highest point.

Comments, if any:

Part 2 (Classroom and learner related factors)

Have your learners achieved the learning outcomes indicated below?

Seriall No.

Learning outcomes for Grade VIII

How many can do this?

To a great extent

To some extent

Not at all

The learner:

1

responds to instructions/announcements in school and public places viz. railway station, market, airport, cinema hall, and acts accordingly.

2

introduces guests in English, interviews people by asking questions based on the work they do

3

engages in conversations in English with people from different professions such as bank staff, railway staff, etc. using appropriate vocabulary

3

uses formulaic/polite expressions to communicate such as ‘May I borrow your book?’, ‘I would like to differ’ etc

4

listens to dialogues, poems, commentaries of sports and games speeches, news, debates on TV, radio and expresses opinions about them

5

asks questions in different contexts and situations ( e.g. based on the text / beyond the text / out of curiosity / while engaging in conversation using appropriate vocabulary and accurate sentences

6

participates in different events such as role-play, poetry recitation, skit, drama, debate, speech, elocution, declamation, quiz, etc., organized by school and other such organizations

7

narrates stories (real or imaginary) and real life experiences in English.

8

identifies details, characters, main idea and sequence of ideas and events while reading.

9

infers the meaning of unfamiliar words by reading them in context

10

reads a variety of texts for pleasure e.g. adventure stories and science fiction, fairy tales, also non-fiction articles, narratives, travelogues, biographies, etc.

11

refers dictionary, thesaurus and encyclopaedia as reference books for meaning and spelling while reading and writing

12

prepares a write up after seeking information in print / online, notice board, newspaper, etc.

13

communicates accurately using appropriate grammatical forms (e.g., clauses, comparison of adjectives, time and tense, active passive voice, reported speech etc. )

14

writes a coherent and meaningful paragraph through the process of drafting, revising, editing and finalizing

15

writes short paragraphs coherently in English/Braille with a proper beginning, middle and end with appropriate punctuation marks

16

writes answers to textual/non-textual questions after comprehension / inference

17

reads, compares, contrasts, thinks critically and relates ideas to life

18

reads textual/non-textual materials in English/Braille with comprehension.

19

writes email, messages, notice, formal letters, descriptions / narratives, personal diary, report, short personal/ biographical experiences etc

20

develops a skit/dialogue from a story and a story from dialogues.

(Source: http://www.ncert.nic.in/publication/Miscellaneous/pdf_files/tilops101.pdf )

Part 3 (Research related factors)

Read the statements given below and rate your aptitude for and ability to do research.

Sl. No.

Statements

To a great extent

To some extent

Not at all

1

Is interested in carrying out small classroom-based research studies

2

Is aware of action research studies

3

Has read some research reports/articles

4

Can identify a problem related to the teaching and learning of English

5

Can frame research questions

6

Can design simple research tools such as a questionnaire, an interview schedule, an observation schedule, etc.

7

Can collect data from different sources

8

Can analyse the data collected

9

Can write a short research report

10

Is interested in sharing my findings and reflections with my professional friends

What is classroom-based research?

(b). Framing research questions

Think:

• What are some issues/challenges/problems you are facing in your teaching these days and/or what are some things you are wondering about in relation to your teaching or what are some of the innovative strategies/techniques you’ve adopted?

• Choose one problem or area (issue) you are wondering about or want to explore further and frame questions ​on it.

How will you explore the following issues? Frame five exploratory questions to find answers to them.

(b) Tools for classroom research

1. Reflective writing by students

2. Your own written reflections or notes

3. A critical friend’s notes about your lesson

4. Notes or recording of a focus group interview/discussion

5. Notes or recordings of interviews with individuals

6. Responses to a questionnaire

7. Student’s work or performance on tasks (written or recorded)

8. Lesson plans, materials and reports

9. Pictures of my class

10. Recordings of a lesson

(d) Data analysis

Questions (How/why/what)

Evidence (what?)

Time (by when?)

Analysis strategy

1. How do my students feel about doing homework?

2. What would they prefer doing instead of particular homework?

• Data from questionnaire

• Student’s work (project)

Qualitative, quantitative analysis

(c) Structure of a report

Part 1: Exploratory Research

• Context

• The classroom issue

• Exploratory research questions

• Data collection and analysis

• Initial Findings/observations

Part 2: Action research

• Action Research questions

• Action plan (class in which action research is conducted, number of students, duration of the research study, etc.)

• Data collection methods and tools (questionnaire surveys/classroom observations / interviews/ audio, video recordings, lesson notes, students note books, test scores, etc.)

• Data collection

• Data analysis

• Findings/observations/recommendations/conclusion

• Reflections (successes and challenges)

Reporting Classroom Research
Here are two reports of exploratory action research studies conducted by school teachers. Read them and discuss the questions given in your group.

Strategies for Scaffolding Struggling ESL Readers'''

'''Vinayadhar Raju Prathikantam, School Assistant (English)

Abstract:'''

Reading skill is critical to one’s success in academics. If students are not competent readers, they are at risk for not only in academic but also in behavioural, social and emotional difficulties. So, teachers of English need to explore innovative reading strategies. The purpose of this paper is to describe the action research conducted at Zilla Parishad High School Jangapally, of Telangana State to improve reading skill among the struggling readers. This paper discusses the importance of reading skill, the rationale of this action research, methodology used in the study and the reading strategies used in action phase. Finally, the paper ends with the major findings, what the researcher learned from the study and conclusions of the researcher.

Key Words:
Action research, Professional development, Mentoring, E-Portfolio, Technology integration, Comprehensible Input and meaning making.

Introduction
Reading is a primary receptive skill to make the English as a Second Language learner to acquire a language, without which we cannot make them to learn a language on his own. According to Anderson, Hiebert, Scott, & Wilkinson, (1985) opine that reading is a basic life skill. It is a cornerstone for a child's success in school and, indeed, throughout life. Without the ability to read well, opportunities for personal fulfilment and job success inevitably will be lost. Despite its importance, reading is one of the most challenging areas in the education system. The ever-increasing demand for high levels of literacy in our technological society makes this problem even more pressing (Snow, Burns, &Griffin, 1998). Students’ reading attitudes regarding the purposes for reading also influence their ability to read. When dealing with reading, we encounter two layers of reality: one that we can see and one that we cannot see. Therefore, the purpose of reading is to make the invisible layer, the underlying meaning, visible and clear. Teele, (2004) asserts that the goal of all readers should be to understand what they read. Children with reading difficulties throughout school and into adulthood, said how embarrassing and devastating it was to read with difficulty in front of peers and teachers, and to demonstrate this weakness on a daily basis. It is clear that this type of failure affects children negatively earlier than we thought. By the end of first grade, children having difficulty learning to read begin to feel less positive about their abilities than when they started school (Reid Lyon, 2015). Research shows good readers are actively involved with the text, and they are aware of the processes they use to understand what they read. Teachers can help improve student comprehension through instruction of reading strategies. Predicting, making connections, visualizing, inferring, questioning, and summarizing are strategies shown by research to improve reading comprehension (Block & Israel, 2005).

Rationale of the action research
The purpose of this classroom-based action research was to help the struggling readers in government schools. Most of the teachers complain that students studying in regional medium are not exceeding well in English. During our research we try to find out the reasons for this problem and try to provide the possible solutions to them.

During our project, we identified the problem and collected opinions of teachers and students using questionnaires. Most of the teachers criticised the behaviour of the students and blamed them but students accepted that they are not showing interest in reading so they are not learning. After gathering the information from teachers and students, we designed a few strategies or activities which will help them to learn or become better readers of English.

We also came to a conclusion that most of the struggling readers are neglected by the teachers so they are demotivated to participate in the classroom activities. To address this issues we designed activities to engage them effectively and meaningfully. During our action phase we tried out these activities in our class and collected learning evidences and observed the behavioural changes. We also used technology to collect the learning evidences and to provide meaningful learning environment. Our activities are not to bring the instant results but to build confidence among the struggling readers which results in increased participation of these children in the classroom activities.

We also concluded that learning is possible when the students are engaged in meaningful situations. The role of the teachers here is to think or design activities which engage them meaningfully. We also learnt that students learn better when they are engaged in collaborative tasks with their peers.

Most of students studying in Telangana State Regional medium students are struggling to read the text in English. Teacher  also complain that students are afraid of English and not showing any interest to learn the language. My research is to find out the better strategies to engage the ESL learners and remove the phobia of English language learning. While collecting the data I  considered the voice of students to solve this problem. Students accepted their problem that they are not showing any interest to learn English.To remove this we have planned or designed activities to engage them meaningfully and tried in our classroom and findings of our action research are shared with the teachers in our state during our in service training programmes.

A few students in ZPHS Jangepally are not able to read the text in English. The researcher wants to find out the reasons why can't they read the text, what are the different reasons and what are different factors that influence their learning. During this exploratory research, The researcher has  taken the opinions of the teachers working in the same context and what do they think about the problem?

Main research question:
Why are some students in my class not able to read the texts in English?

Specific questions:
• What are the different factors that affect students’ reading?

• What are the students’ perceptions about their problem in reading?

• What are the teachers’ perceptions about the problem?

• Why can't the students read fluently?

Location of the Study
ZPHS Jangapally of Ganneruvaram in Karimnagar district of Telangana state, India.

Data Collection methods
Both qualitative and quantitative

Students data:
Class 9 students of ZPHS Jangapally students.

11 Girls and 5 boys

Teachers’ data:
Teachers working in Telangana state government schools.

Background:
I work in government secondary school run by Telangana state government. Medium of instructions is Telugu and English. The students who participated in this action research are from Telugu medium background. Most of them are labelled that they can't learn so they are neglected. Their confidence level is also very low and fixed their mindset that they can't learn English. Initially I have taken students from two sections ; class 8 and class 9 .But, due to lack of time ,  I dropped the idea of going with the two classes and worked only with class 9 students. I planned to work with class 8 students when they come to me  next academic year.

Teachers' survey questions  '''                                                                                                                                                                                                                                                1. What do teachers think about their students and their problems in reading?'''

2. What are the pressing problems they face while handling the struggling readers?

Data Analysis:
The Collected data was analysed based on two categories. They are qualitative data and quantitative data. Quantitative data is based on numbers and figures which we can see and feel where as the qualitative data is one which we can't visualize and feel. They are like abstract ideas.

Teachers’ voice:
Teachers' complain that they don’t have time to engage them in meaningful activities. They also opined that the text book is not interesting so students are not motivated to read the text on their own. Most of their complains are student centered and administrative but they  didn't introspect their teaching and classroom strategies. Here are their opinions collected using Padlet wall.

“ Students don't have enough reading material other than textbook to get exposed to reading.”

“They were not properly motivated.”

“Forty five minutes time is not sufficient to address the individual needs.”

“Students don't know how to pronounce the words.”

“Lack of exposure to reading material.”

“No purpose for reading.”

“They are not being engaged meaningfully.”

“Teacher is busy in completing syllabus.”

“Lack of ample opportunities for reading.”

“Text has too many unknown words.”

“Topic selected or chosen is unfamiliar to them. “

Students’ questionnaire:
My action research also considered the voice of students along with the voice of teachers. To include the student’s voice we have designed the following questions and asked them to write their opinion in their mother tongue.

1. When do you learn better?

2. How do you learn better?

3. List two reasons for not being able to read the text in English?

4. What might be the main reason for not being able to read the text on your own?

5. How can we overcome that problem?

Student’s Voice:
To consider the opinions of students, I have given them the following questionnaire and asked them to answer in their mother tongue. I translated those answers into English. Here are their responses. I observed that most of students accepted that they are not showing any interest in studies, so they are not learning but if we check the responses of the teacher's most of them complained or found the fault with the students.

“Our Teachers didn't encourage us to read.”

“Didn't study in English medium” (most of them are from Telugu medium)

“ Didn't understand English.”

Interesting observation:
Some of the problems can be addressed using extrinsic motivational strategies. For example, Students don't have proper reading material Solution: Providing story books. Some problems can be addressed by using intrinsic motivational strategies. For example: They were not properly motivated. Solution: Required intrinsic motivational trategies. For example: make our subject interesting by different means. This is the challenging part of teaching profession that requires professionalism.

Action phase: During this action phase, I designed the following activities and tried in my classroom. While implementing these activities, i frequently checked its possibilities and effects. Many a time I have changed my plan of action.

1. Peer Tutoring:
This is an interesting activity to engage the learners to motivate and work collaboratively. In this activity the students sit together and read the lesson one after the other. While reading if they face any problem the other will help so that they are engaged and learn together. If both of them find it difficult to read any part of the text they will make a list of those words. The teacher will help them to read the listed words. This activity also saves the problem of insufficient time. All the students in the class can read the text together by sitting in pairs. These strategies can be used to handle the large classes in Indian rural schools. Most of the students involved in the process of reading and gained the confidence that they can read the text in English.

2. Integration of technology:
To address the problems of struggling readers I integrated technology i.e., using one computer and projector. I have chosen some Indian stories with subtitle. I have shown those stories to them and asked them to listen and read, listen and write which results in comprehensible input. Students comprehended the story with animations and subtitles in English which in turn helped  them to read the text while listening. This activity also helped to teach all the skills of LSRW in integration. We also recorded their voices while reading the text they have written from the screen using mobile phones.

3.Story Books:
After reading and recording the stories with subtitle, the students gained the confidence that they can read the text in English. Then I supplied them the story books of Indian stories like Panchtantra and moral stories to address the teachers' opinion that the lessons in the textbook are not interesting. After supplying the story books I have assigned them post reading tasks which result in comprehension. For example I asked them to complete the following table: S.No

Sentence in inverted quotes

Who said?

To whom?

3. Visualising and drawing:
After reading the storybooks students are  encouraged  to draw the characters in the story and created a bubble to write the dialogues, this activity helps them to comprehend the given story without the help of the teacher. My students love drawing, so they did this task with utmost care. Students started working in groups and helping each other and started discussion while drawing which resulted  in meaning making. Here is a sample drawing of my students.

4. Running Dictation:
Running dictation is total physical responses(TPR) activity which involves the mind and body coordination. Students are divided into pairs. One will act as reader and the other is a writer. Writer will sit at particular place where as reader keeps the book some distance from writer and reads the text and runs to writer to dictate the text.This activity helped the students to avoid monotony in the classroom. They enjoyed and repeatedly asked me to conduct this activity.

5. Learning is transferable:
After practicing these activities I encouraged my students to read their regular class book. All most all the students started reading their textual lesson without much difficulty. This is an evidence that learning is transferable. Used their previous knowledge and skills in new situations. To collect the evidence of learning I recorded the audio files while they are reading the textual lessons and stored them in Google drive here are the link to those files.

• Link 1 ( https://drive.google.com/open?id=1dfJsEd5xrv00_bh0yWFTZ2ateuzyOmYb )

• Link 2 ( https://drive.google.com/file/d/157KbSW4eRzrTvLvs8tZgf6oZgS5kyaCC/view )

• Link 3  ( https://drive.google.com/file/d/1KyjtU09V6fAk9jBdZ1NW-cyiynqqkQyS/view )

• E-Portfolio link ( https://drive.google.com/drive/folders/1AoMcjI5I572-ZguJ31Ilo7Vcuy4ar2hi )

Findings and What I learned:
By the end of this research what I have learnt there is no shortcut to language learning and particularly reading is a complex process which involves the continuous efforts from teachers as well as from students.Every child has an ability to learn.Teachers role is to find out how and when do they learn better. Another important observation is teacher frequently tries to test how far student is learning. When we are teaching reading skill this can't be visualized, when, where and how they have learnt reading. It happens only when we engage them meaningfully in variety of interesting tasks. Every individual is unique. As a teacher we need to address them individually this requires professionalism.Teaching is a profession not a job.Sharing and networking leads to continuous professional development, create your own personal learning network.

Doing mistakes is also a kind of learning. Allow them to do mistakes. Teacher needs to develop error tolerance. Teacher should focus on process not on product. Reading is thinking and not simply gaining  information. Engaging them meaningfully will strengthen their learning. Don’t teach about the language teach the language. Don’t provide information. Give them real use of language i.e learning experience.

Conclusion:
During my action research I came to know that action research is an effective professional    development tool to introspect our classroom practices and strategies which in turn help us to refine our teaching skill to meet the needs of 21st century learners. I also conclude that collaboration and engaging the learners in a meaningful contexts is vital to make our classroom an effective place for learning. We should also shift our focus from teaching to learning. Last but not the least shift our focus from product to process. Learning is a continuous process can't be visualized at a particular moment or time.

References:
1. Smith, Richard, and Paula Rebolledo. “A Hand Book for Exploratory Action Research.” Https://Englishagenda.britishcouncil.org, 2016, englishagenda.britishcouncil.org

2. “2016_Classroom_Based_Research.” Electronic Village Online / 2016_Classroom_Based_Research, 2016, evosessions.pbworks.com/w/page/103554923/2016_Classroom_Based_Research.

3. “About Us.” Classroom-Based Research for Professional Development EVO, classroombasedresearch.weebly.com/about-us.html.

4. “Our Publications.” Tamil Nadu English Language Development Programmes | British Council, www.britishcouncil.in/programmes/english-partnerships/research-policy-dialogues/publications.

5. “Arms Project-2017-Strategies for Struggling Readers.” Google Drive-Students' E-Portfolio, Google, 2017, drive.google.com/drive/folders/1AoMcjI5I572-ZguJ31Ilo7Vcuy4ar2hi?usp=sharing.

Developing Independent Writing in English Classrooms
Neha Khan

Introduction
Independent writing implies the ability of the students to write autonomously employing the skills and knowledge based on the guided instructions of the teacher. It involves writing under demonstrations given by the teacher which develops the creative elements of the students. It emphasizes the implementation of an environment where the students are given more access to write self-sufficiently. The focus is usually on creating opportunities to explore, experience and execute.

This project involved the students of grade VIII of a private unaided English medium school in an urban set up with English being the second language. After indulging in thorough observation, I was certain of the complications that my students encountered in writing specifically. They were more comfortable in copying from board but when it came to writing on their own, it was a problem. They seldom felt confident about their writing whether it was about locating answers from books, writing on a particular topic or just freely and confidently penning down their thoughts and experiences. The MUSE (Manageable, Urgent, Significant and Engaging) criteria helped me in deciphering my doubts and assumptions about the relevant obstacles sustaining in the class and I was sure that I was required to explore Independent writing further.

Using certain tools in the exploratory phase, I identified the various reasons responsible for the issue of writing with my students, and thereby I eventually arrived at my final question and sub questions which were:

Research Questions
How can I motivate my students to write independently in English?

Sub-questions:
1. What activities do I use to engage my students in writing?

2. What are the activities that are preferred by my students?

3. What different methods can I use to promote writing?

4. What are the different ways of instructions that can be used to develop structural writing skills?

Data Collection Process
The next stage was the data collection which was one of the most crucial steps of the research. The data was collected in both Exploratory and Action phase. During the exploratory phase, I scrutinized the class dynamics and the pattern of writing that the students followed. The data was collected in order to decipher the reasons behind the obstacles faced which led to probing relevant interventions to be taken. I took assistance from various tools like Journals, Observations, and Interviews with students and teachers. While in the action phase, the data was derived from the interventions that were implemented. Tools like Reflective journals, Field notes and a rubric designed as per the need of the students were used. This process enabled me to examine my assumptions, gave me an intact picture of classroom dynamics and allowed me to implement an action plan to settle the hindrances.

Action Phase/Interventions
The action phase comprised of the plan, organized to resolve the concerns faced in the classroom. In this phase, I aimed at creating best possible opportunity for my students to work in an independent and explorative environment. As free writing helps narrow down the focus, reduce stress and provide perspective, I exposed them to free writing first and then I moved to independent writing. The students were usually divided into groups during the interventions while at times they attended the tasks individually. They were allowed to write freely on topics of their interests and wherein they could inculcate certain real-life experiences. The tasks were formulated considering the developing skills of the students. The instructions were given as per the nature of the task that was assigned. Audio visual aids were thoroughly used during the activities. The students were given some amount of liberty in following the structure. They were motivated at different levels to write as per their creativity and imagination. An example was shown as a model on the projector before assigning the activity to explain the task. A few tasks assisted during this phase were:

Analysis and Findings
The analysis was carried out both quantitively and qualitatively after the data collected from triangulation method.

For the qualitative analysis, I culled out certain common codes from the reflective journal and field notes that were used for data collection. The field notes and journals were based on the observation of behavior of students, nature of work and the class dynamics at the time of interventions. Once these codes were derived, I discovered the themes which played a crucial role in the development of the students.

REFLECTIVE JOURNALS / FIELD NOTES

LIBERTY

MOTIVATION

PROCESS WRITING

USAGE OF MATERIALS

Fig 5: Themes derived after the coding of journals and field notes

For the quantitate analysis, a bar graph was formulated out of the rubric. After the activities conducted during the action phase, the students were assessed on the level of performance and skills based on certain important pointers in the rubric that were crucial in calculating the progress in the writing capabilities of the learners. It was observed through the bar graph that the learners were able to write creatively and innovatively after the action phase. A good shift in the grammatical approach was also visible.

The following inferences were made after the analysis:
1. The students can be motivated at different levels by being a catalyst in penning down their thoughts.

2. They preferred activities which helped them explore themselves and include real life experiences

3. Moving from free writing to structural writing can help the learners in understanding the process of writing.

4. Activities including the usage of audio-visual aids and textbooks with vibrant themes and content encouraged them.

5. There needs to be a balance between providing assistance to the students and giving opportunities of learning on their own..

6. Time management and proper planning make the writing tasks productive and fruitful.

Reflection and Discussion
This research process transformed me into a reflective person. I learnt that the different dynamics in the classroom shouldn’t be pre- assumed but they needed to be thoroughly reflected in order to arrive at a concrete and relevant conclusion. It’s better to indulge in thorough observations and meaningful evidences. It was also inferred that Pre planning the tasks that are to be taken up in the class helps in better understanding of the learners as well as the teacher. It was noticed that being a second language, English classes need to be more creative and in alignment with the students’ interest area so that they can acquire the language and its skills instead of only being exposed to textual content.

Conclusion
In this research process, I discovered that reflecting on my classes assisted me in exploring my ways of teaching and reaching out to the areas of improvement, thus making me more confident professionally as well as personally. As there is a difference in the nature, behavior and dynamics of every class, the teacher needs to be more reflective in selecting the strategy of teaching. If the students are exposed to experimentation and exploration, they always tend to find ways for themselves. The concerns of the learners were catered to enhance the quality of teaching learning process. An improvement in the skills of the learner made the research a fruitful and successful journey.

Questions for discussion
1. What initiated the teachers to take up these research studies?

2. What are their research questions?

3. What data did they collect for their classroom research?

4. What were their action plans? Did they succeed in implementing their action plans?

5. What are the benefits of doing such studies?

6. What do you learn from the experience of the above teachers? 