หนงสอวธการวจยทางการเรยนรภาษา (Research Methods in Language Learning) เปนหนงสอทเปนประโยชนและนาสนใจสำหรบ นกวจย ครทสอนทางดานภาษาและนกศกษาในระดบ บณฑตศกษาเปนอยางมากเพราะผเขยนไดเสนอ หลกการสำคญทเกยวของกบการวจยทางภาษา พรอมยกตวอยางประกอบทชดเจน ในบางบทมการ วพากษตวอยางพรอมเหตผลทนาเชอถอ โดยผเขยน เขยนหนงสอเลมนมเจตนาทจะชวยใหผอานมความร เขาใจและสามารถวจารณการวจยดานการเรยนร ภาษาได โดยการนำเสนอความสมดลและทศนะ พนฐานขอบเขตของวธการ อนประกอบดวย การวจย เชงทดลอง วธการทบทวนและใครครวญดวยตนเอง การวเคราะหแบบมสวนรวม การศกษาเชง ชาตพนธวรรณนา และกรณศกษา

Research Methods in Language Learning

List of figures Acknowledgements Preface 1. An Introduction to classroom observation 2. The use of quantitative methods 3. The use of qualitative methods 4. Classroom observation in context 5. Research into classrooms 6. Observation and action Bibliography Index

An introduction to classroom observation

Teachers’ strategies to promote learners’ engagement: Teachers’ talk in perspective

The guide to learning and development of 3-6-year-old children points out that one of the core development qualities of preschool teachers is to observe and understand children, and observation is reflected in whether the understanding of observation theory is complete. As a necessary part of improving teachers' professional quality, observation ability plays an important role in Teachers' teaching career and life. In recent years, the research on teacher observation at home and abroad has also shown a rising trend. However, on the whole, the domestic research focuses on the status quo and countermeasures, while the foreign research mostly focuses on the observation tools and observation methods, and the research scope is very wide. Therefore, this study will comment on the four aspects of observation theory, perspective, tools and methods.

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A review of the research on Teachers' observation ability

This study presents the development and implementation of a qualitative observation tool for in-class observation of courses employing game-based learning (GBL), and playful learning situations. The design of the observation model exploits a literature review of classroom observation models, of cognitive psychology motivation scales, and of GBL evaluation models. It integrates relevant elements from these domains to offer an observation model for GBL implementation. In this model, in-class observations are coded and analysed for GBL effectiveness and potential to support intrinsic motivation in students. The model was then used in two courses using different forms of GBL (one digital cooperative multiplayer game, one analog board game). Observations were coded using NVivo and distributed according to type of motivation and type of motivated learning tasks. Due to Covid19 restrictions and the difficulties of finding in-person classes, only two courses were examined using the model. The model appeared efficient in both observational situations, and the coding confirmed previous studies to the potential of GBL to sustain students’ intrinsic motivation. The observations also showed that preparedness of students to the specific contents of the game reduced risk of amotivation and disengagement in students. The study allows us to reflect on best practices for GBL implementation and evaluation and how better understanding of in-class interactions during playful learning could enable educators and teachers to make better informed choices to implementing GBL. While there are many templates for classroom observation and GBL evaluation, there is a lack of dedicated observation models, that offer clear guidelines for qualitative data gathering in live, in-person classroom situations. This study aims at providing a specific tool to that purpose.

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Development and use of a Playful Learning Observation Tool (PLOT) for Active Game-based Learning in Physical Classroom Situations

Most previous research examining the correlation between affect and achievement of learners of English as a foreign language (EFL) has relied on questionnaire and/or interview data. The current study, conducted in a Chinese EFL context, chose to explore this relationship on the basis of quantitative and qualitative classroom observation data, with a special focus on learners’ classroom engagement and misbehaviours. The participant sample involved the EFL learners and teachers in six classes at a key and a non-key university in Northwest China. Data in relation to participants’ affect, engagement, and misbehaviours were collected via classroom observations, including some video-recording. The participating students’ College English Test-Band 4 (CET-4) scores were used as a measurement of EFL achievement. Participants’ affect, engagement, and achievement formed a reciprocal relationship; the latter was negatively connected with misbehavious. Rather than gender, type of school (key vs. non-key university) had significant effects on the variables being examined. Data revealed that teachers, peers, and classroom environment were also influential factors in explaining the differences in the relationship between the identified variables.

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EFL Learners’ Affect, Engagement, Misbehaviours, and Achievement: A Classroom Observation Perspective

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EFL Learners’ Affect, Engagement, Misbehaviours, and Achievement: A Classroom Observation Perspective