Professional Documents
Culture Documents
Abstract
This article presents a qualitative action research that examined the effectiveness of pair-
work assignments to promote Educational Research in 20 Undergraduate English teachers
that belong to the EFL Program of a Public University in the southern Colombian region.
Data was collected through classroom-observations, semi-structured interviews, and
researcher-journals. The findings suggest that pair-work assignments were an effective to
foster outstanding educational research knowledge, practice and awareness in these
prospective teachers. They had significant improvements in defining, formulating research
objectives and questions, reviewing literature, and stating research methodologies by
developing authentic pair-work assignments. In conclusion, pair-work assignments helped
learners gained expertise and experience to expand their proficiency and capability in
research.
Key words: educational research, pair-work assignments, proficiency and capability,
research awareness and knowledge, and undergraduate research proposals.
de una Universidad Pblica del suroeste Colombiano. Los datos fueron recogidos a travs
Introduction
knowledge provides students with the possibility to reflect upon their future practice and
learn how to look for scientific interpretation to the difficulties that they might find in their
future classrooms. To this respect, the decree 2266 from the Colombian Ministry of
Education (MEN), all the universities in the nation should fulfill the minimum quality
requirement to train their learners in research culture, in which learners must be allowed to
produce new knowledge and have access to scientific information. Additionally, the Quality
Guidelines for Bachelors Degrees in Education suggest that research has to be promoted as
a way to propose, develop and evaluate scientific ways to solve the problem that future
teachers could experience in their practice. Thus, there is a need to first fulfill the
requirements from the ministry of Education that evaluate the Education programs, and
second to expand learners capability to develop research studies. Some universities demand
Education like it is the case of the public university where this research took place. In this
order of ideas, enhancing Educational Research knowledge and awareness would provide
Pre-service English with experience and expertise to conduct research proposals and
from the EFL Bachelor's Degrees of a Public University in Florencia- Colombia. These
learners were in the 6th semester, in which they were supposed to conducting research
proposal as an option to graduate. Nevertheless, they had problems to choose and define
their research topics, state research objectives, and questions, conduct literature reviews,
assignments were implemented as a response to the barriers that learners presented in the
research. Each assignment was developed in pairs-lasted six hours, the future teacher
EFL Pre-service teachers remarks that promoting this ability is a very important component
in English as a foreign language training education. Edwards (as cited in Reyes, de Len &
Murrieta, 2017) stated that language teachers who do research are more confident in
theoretical foundation about the importance of conducting research and increase the
possibility to foster research culture and preparation in these students. Yet, the literature
about this field is still limited in EFL learners in Colombia. The majority of the studies focus
on how to enhance language competence, and as consequence, the necessity to broaden the
Pre-service English Teachers because the theory about this respect shows that this method
individual duties in class. He far insisted that this methodology helps students build positive
interpersonal relationships and create a high level of academic solidarity and confidence
(p.1). In addition, Zuiga (2013), indicated that pair-work assignments help learners to
build their self-confidence and have a better classroom atmosphere (p.21). Furthermore,
other research studies (Kutlay, 2013, Lombard and Kloppers, 2015, Lopatto, 2003,
McNulty, 2010, Mello, Dutra, and Jorge, 2008 and Raja and Saeed, 2012), manifested that
pair-work assignments are an opportunity to apply what the prospective teachers are
learning. Although this construct evidences the benefits of pair-work assignments to enhance
prospectus teachers. Then, this research is meaningful and required to examine the impact of
Considering the aforementioned, the research seeks to answer the following research
Theoretical framework
In recent years, there has been an increasing interest in the need to encourage
effective way to strengthen the quality of teaching, present new challenges for the learners
and to meet one of the requirements from MEN that suggests that all undergraduate
Kauchak, & Stevens (1999), Gonzlez (2008), Guerra Snchez, Rodrguez and Daz (2015),
Hagevik, Aydeniz, and Rowell (2012), suggested that training Undergraduate EFL pre-
their profession. In the same way, Gonzlez (2008), stated that educating students teacher
in research enhances their capacity to plan, implement and evaluate different ways to solve
the problems that they might have in their academic practice. To this respect, Crdenas and
Faustino (2003), and Weinberger, Patry and Weyringer (2016), indicated that training EFL
learners in investigation knowledge and skills is a needed to offer learners the possibility to
find solutions to the difficulties that they might encounter in the classrooms and lead them to
Furthermore, Lombard and Kloppers (2015) and Ware, Badura, & Davis (2002),
exposure to theoretical and practical knowledge, which offers the potential to reshape
student attitudes, to promote the ideals of teachers becoming researchers. In the same token,
Ware, Badura, and Davis (2002), illustrated that research knowledge provides learners with
the opportunity to continue postgraduate studies. Similarly, other studies (Del Rosario
Reyes, de Len-Barbosa and Murrieta-Loyo, 2017, Zheng, 2009, Price, 2001, Pellerin and
Nogus, 2015, Mello, Dutra, and Jorge, 2008, and Mehrani, 2015), insisted that research
training supports future teachers to be aware of their academic process and enables them to
approach their research project and problems that might increase their capacity to solve
6
classroom problems and improve teaching practice. In this sense, Vergara, Hernndez, and
Crdenas (2009) pointed out that preparation for research helps in creating the appropriate
academic conditions, the real transformation of teachers into teacher-researchers and allows
future teachers to overcome difficulties and accept challenges to reach their goals (p.17).
as a way to equip them to apply scientific interpretation to the difficulties that the majority of
public high-school presents in English teaching -learning training process in the nation, and
Although, the previous studies (Crdenas and Faustino,2003, Akyel, 2015, Allison
& Carey, 2007, Allwright, 2005, Banegas, 2012, Benson, Chik, Gao, Huang , and Wang ,
2009, Borko, Liston, and Whitcomb, 2007, Borg, 2009, Fagan, 2015, Garcs, Yicely and
how to look for educative changes to classroom problems. The prior theoretical construct
shows that the literature to this respect still needs more research analysis in the context
where the research took place and specifically enhancing Educational Research in
capability.
and learning methodology, Vygotsky (1998) proposed the Zone of Proximal Development.
Referring to him, Chaiklin (2003), asserted that the zone of proximal development
7
presupposes an interaction between a more competent person and a less competent person
on a task, such that the less competent person becomes independently proficient at what was
initially a jointly-accomplished task (p.2). Wells (as cited in Chaiklin, 2003 ), said that zone
understanding a topic (p. 3). In this perspective, the use of Pair-work assignments could be
a good way to enhance research proficiency and capability in these prospective teachers
because they could learn from a classmate that understands research knowledge and
Likewise, contemporary studies in English as a foreign language report that the use
augments class productivity. Sert (2005), stated that pair-work assignments have positive
outcomes for academic and personal relationships. During pair-work assignments learners
counts with more opportunities to receive feedback, to check their tasks and to share ideas
to complete the tasks properly. Also, they double-check their assignments and peer-correct
them which let them develop well-organized, cautiously prepared exercises and activities.
Raja and Saeed (2012), found that this methodology developed students abilities to clarify,
complete, interact, and express their opinions on how to finish the tasks. Thus, the use of
encouraging them to learn from each other, correct the work, and as a consequence advance
independence, and lessens teachers the class involvement. Taking in mind that the present
which the participants are expected to complete some assignments, this finding is
fundamental to state this method could be an effective way to increase research knowledge
and awareness. The research agrees with Bercicova (2007), who pointed out that pair work
does not need to be limited to any one stage of the lesson and does not necessarily need to
be seen as purely a speaking activity (p.22). In this sense, it could be said that pair-work
development of academic abilities, strengthen learners roles in class and foster any ability in
class. In conclusion, the theoretical construct enlarges the analysis about the use of pair-
work assignments to expand academic skills in EFL education. However, the existing theory
in the subject needs to broaden the examination of the use of this method to promote
Educational Research in Undergraduate Pre-service EFL Teachers bearing in mind that there
is no existing evidence that could state the benefits of the pair-work assignments to teach
Educational research.
Methodology
The researchers followed a qualitative action research design to conduct the study. Berg,
Lune, & Lune (2004) and Miller, Greenwood, & Maguire (2003) pointed that this helps
researchers examine problems that come from their practice. Correspondingly, this research
approach fits really well with the characteristic of the context, the particular population and
The study took place in the English as a Foreign Language Program of the only
Sciences Faculty which has five undergraduate bachelor degree programs: Social Sciences,
Mathematics, Spanish and literature, Infant Pedagogy and English as a Foreign language.
The research was developed in EFL program due to the fact that one of the researchers
works for this institution and the other is about to finish the degree. The curriculum of the
program suggests that the students need to study nine semesters to have the diploma of the
Bachelor in EFL teaching, and research is studied in the fifth and sixth semesters. In the
fifth, the students learn the theory of the educational research and they were supposed to
come out with a research problem and a research proposal in the sixth semester. However,
the participants still presented some difficulties in research knowledge, practice and
awareness. The research was developed with all 20 prospective teachers at six semester, the
age rate was between 20 and 25 years old. As it was said before, they had difficulties in
proposals. Before conducting the study, consent letters were signed by the participants, so,
they knew in advance the aims of the study and were aware that their participation needed to
In order to collect data, the researchers used three different instruments. Classroom
Classroom observations
The participants were observed eight times, each observation lasted 45 minutes and
video taken to have a better sense of what took place in the classes. The aim of those
observations was to have a general understanding of the attitudes, behavior, feelings and
types of ongoing interaction during the assignments. Based on Jacobson, Pruitt-Chapin, and
Rugeley (as cited in Cordoba,2016), the use of observation provides direct access to the
phenomenon under consideration by proving accurate and complete information from the
behavior of the participants (p.6). This instrument allowed the researchers to find relevant
data to clarify the problem and to learn about how to promote educational research in the
participants. In sum, this technique revealed that students showed that the use of pair-work
assignments could be an effective way to teach research concepts and process. It was
assignments.
Semi-structured interviews
Wengraf (2001) and DiCiccoBloom, & Crabtree (2006), expressed that semi-
structured interviews are meaningful ways to improve the knowledge of the phenomenon
undergraduate Pre-service EFL Teachers, every interview was audiotaped and lasted 40
minutes approximately. This was a continuous process, in which the participants were
observed and then interviewed individually and in a secure and silent place. The interviews
11
useful to state that the use of pair-work assignments seemed to be a meaningful teaching
Researchers journal
Ortlipp (2008) and Wallace (2008), suggested that this technique allows the
researchers to collect significant data, especially in action research studies. This method
allowed the researchers to keep a written reflection and record of the usefulness of pair-
process because the data collected in the journals was triangulated with students
assignments reports, informal conversations and the other data collections instruments used
in this study.
Procedures
In order to develop the study, the researchers planned, designed and implemented ten
research Pair-work assignments in Undergraduate Pre-service EFL Teachers. The tasks were
applied from February to May in 2016, and they were created based on the syllabus of
Pedagogical Research II that learners were supposed to study during the semester. Shortly,
the implementation was developed into four main steps and 60- hours were invested in the
application.
assignments started by asking the students to make an academic profile of them taking in
mind their strength and weaknesses. Next, the learners were asked to nominate and choose a
12
classmate to work within the assignments, and they were also trained to work in pairs. Once
the participants knew about the methodology and chose their pairs, the researchers
explained each one of the ten research tasks, the objectives and the expected results from
them. At this stage, the researchers discussed the deadlines, the amount of time that was
available for each piece of work and gave a list with the assignments and their aims. It is
necessary to say that the assignments were planned, designed and implemented taking into
Step two (Pair-work assignments development). At this phase, the students were
first illustrated about educational research background-process and the importance of this
knowledge to improve English teaching and learning. Soon after, the undergraduates were
asked to develop the first task which was called Finding the main characteristic and the
process of educational research. They needed to analyze different materials that were given
to them in the class, share their understating to their classmates and present a written report.
While the learners were doing the assignments, they asked questions to each other,
exchanged their ideas, with other pairs. The researchers moved around the classroom to
verify if the learners were doing the exercises correctly, provided suggestions and comments.
Before each pair submitted the report, there was a section, in which they discussed with the
rest of pairs in order to refine their work. This process was repeated from the beginning to
the end, however, the strategy to exchanging positions and thoughts changed from
Step three (Pair-work assignments presentation). Finally, the learners presented their
assignments written reports. At that moment, the researchers gave the paper back to the
13
students and asked the students to peer-correct the papers with different pen colors and to
self-evaluate their performance during completing the tasks. Once the learners did that, the
written reports were checked closely by the researchers and meaningful feedback was given
to the participants. Actually, minor mistakes were noticeable in the majority of the pairs (10),
yet two of them presented serious difficulties at the beginning of the implementation, but this
was overcame thought out the process. When a written report presented errors, advice,
formal and informal talks were planned with whose papers needed follow-up tasks. Once,
follow-up activities were assigned, it was noticeable that the participants empowered the
process. It could be said that significant improvement was evident at the end of the
implementation.
In order to analyze data, the researchers first triangulated the information from the
different instruments. Then, they used the grounded theory approach to examine the
information that was triangulated. According to Strauss & Corbin (1994), this approach
provides the researchers with an explanatory framework with which to understand the
phenomenon under investigation so it helps to identify, refine and integrate categories, and
ultimately to develop theory (p.70). Moreover, Prez & Alvira (2017), stated that this
method helps researchers to decide on the codes to be used, to group the information into
categories and subcategories, and to integrate codes for analysis (109). Therefore, the
results of this study include analysis of the role of pair-work assignments to promote
Educational Research in Undergraduate Pre-service EFL Teachers and the academic benefits
The data showed that the implementation of pair-work assignments had positive
this strategy allowed the participants to develop meaningful theoretical and practical
assignments which led future teachers to expand their knowledge and awareness in the area.
Participant1 expressed that pair-work assignments was a good way to learn about research.
He became aware of the need of educational research and its process (interview2). In the
allowed him to develop real tasks in which he learned to develop the research proposal.
Additionally, participant5, suggested that the development of tasks let her increase research
their journals that the application of pair-work assignments was a good way to share their
ideas, to connect the theory of research and the way how to conduct research proposals.
These participants and the researchers had this point of view about pair-work assignments
because this methodology facilitated the development of practical and theoretical exercises,
in which the future teachers gained experience and expertise that helped them acquire
proficiency and capability to overcome the difficulties they had in the area at the beginning
of the semester.
about educational inquiry through the developing real research tasks, in which the students
worked with the company of a classmate to broaden the possibility to have a better
performance in the tasks. Participant18 stated that pair-work assignments lessened the
15
work and promoted meaningful task (interview5). In the same interview, participant20
stated that the methodology was good, he developed realistic activities such as stating
research goals and objectives, describing a problem among other exercises that increased his
possibilities to master research process well. Likewise, participant12, said that the
exercises that he did were amazing and catchy, his friend helped him all the time and they
were preparing the project (Interview5). In the classroom observations (seven), it was
noticeable that pair-work tasks enhanced participants disposition to share and discuss before
they did the assignments. The researchers found and wrote in their journals that the method
facilitated more research involvement and the students performed real tasks, in which they
construct their own research proposal step by step. Specifically, the participants had this
perception toward pair-work research assignments because this exercises helped them to
the research objectives and questions, reviewing the literature on their topic, and stating the
exercises.
role to increase students experience and expertise in research topics and process by doing
meaningful exercises that expanded their proficiency and capability to complete their
assignments and research proposals well. Participant15 indicated that doing research
demands time, as a consequence, a classmate helped to have the opportunity to lessen the
work and learn more about he had to do because if he forgot something a friend would
Participant18 agreed with the classmate by saying that for the developing of realistic
16
activities for example: stating research goals and objectives, describing a problem,
what to avoid. In the observation5, it was common to see students working well with the
company of a friend, they shared, discussed, and reached agreements on what to include in
the different stages of their tasks. Sometimes, they were helped by other pair-work teams
when they socialized their work. This types of classroom teaching methodology allowed
prospectus EFL teachers to analyze, synthesize, and apply research knowledge from
different interpretations. They gained more insights, were less teacher controlled, and the
techniques facilitated the development of practical research exercises, in which they enriched
their experience and expertise by sharing the point of views, listening to other classmates
authentic tasks that increased their proficiency and capability to complete their research
proposals well. Every assignment helped students to enrich their knowledge and to discover
the importance of conducting research in the educational field. Thus, they became aware of
the need to conduct research proposals and acquire solid research knowledge.
The application of pair-work assignments was a meaningful way not only to enhance
educational research knowledge and awareness in the participants but also to enrich other
academic skills such as improving writing composition. Participant12 specified that thanks
17
to his friends, who always check the papers they write, he improved the ability to express his
research ideas better (interview6). In the same way, participant9 expressed that stating
research goals and objectives, describing a problem, conducting the literature review and
formulating the methodology of a research proposal was fundamental to increase his writing
check, and as consequence, the final written work is better because there are two people
who check it over before submitting to the teacher(Interview5). The participants had
believed that pair-work activities enhanced writing skills because they first learned to write a
clear description of a research topic, in which they were asked to link the description to
existing theory, specific problems and inform the reader why the problem should be solved.
introduction that grabbed the interest of the reader and stated the problem or area of interest
connecting to the existing theory and explained. Equally, they wrote a rational that showed a
overview of the topic related to previous research, the Colombian laws in the area, the main
difficulties why the study should be conducted, the need of the research, the benefits for the
students, the teachers, the institution and the researchers, plus social benefits, practical
implications and the ways in which the research would contribute to further knowledge of
the area. Also, the students were called to states good, effectively, quantifiably, concisely
organized research question and objectives related to the statement of the problem,
introduction, justification and the title of the topic they have previously chosen. Also, the
supports on their topics by analyzing the gaps and limitation of the existing theory. Finally,
18
the participants learned how to a well-organized and described methodological chapter that
included the research type, the data collection instruments, the sampling methods and the
budget and activity timeline. It must be said that in all written reports of the assignments,
the future teachers showed that they learned to use the APA manual properly.
Research in prospective teachers increase reading exercises which led the participants to
acquire good reading comprehension levels. Participant18 agreed with classmate by saying
that for the developing of realistic activities for example: stating research goals and
assumed that the help of a friend is crucial to empower research knowledge, especially, in
students working well with the company of a friend, they shared, discussed, and reached
agreements on what to include in the different stages of their tasks. Sometimes, they were
helped by other pair-work teams when they socialized their work. Finally, after every written
report, the papers showed that a very good sense of written organization, the papers, and
the paragraphs were clear and used varied sentences, from simple to complex, with good
relationships. It was observed when the students were developing the activities they
communicated, shared ideas, cooperated and helped each other frequently. Participant7
highlighted that pair-work activities allowed the team to work in a good class environment
19
(interview6). Participants 18 also manifested that working with a classmate made her
believed in his capability because her classmate was warming all the time that doing a great
job was possible. Correspondingly, participant14, believed that pair-work was meaningful
to know more about other members of the class and to build new relationships with
classmates they were not used to work with (Interview5). In the observations, it was
noticeable to see the participants sharing, discussing, and reaching agreements friendly. One
of the researchers wrote in the journal, the application of pair-work assignments was a
good to build interpersonal relationships. The students interacted one with another, enjoyed
working together, took the time to communicative their ideas without fear because the
On the other hand, apart from developing suitable research practice that encouraged
the EFL teachers to improve their research skills and strengthened long life research
opportunities to reflect upon the possible problems they might encounter in their future life
as teachers and augmented the possibilities to be critical readers and building independence
in the process of learning. Participant8 pointed out that reading was fundamental to
complete every task, he could say that it was one of the skills that he has developed after
participating in the project (interview6). In the same interview, participant11 agreed that
definitively, he improved reading skills for him there were many papers to read to complete
tasks properly. He insisted that he increase the scanning and skimming. By the same token,
participant6, argued that the help of a friend was crucial to enhance his reading skills.
20
Sometimes, he misinterpreted the texts and a friend asked him to review the paper using
reading strategy to understand the most relevant information from the articles and books
they had to read to finish the tasks (Interview4). In the written report, it was evident to
realize that the leaders developed reading skills. The papers showed a good interpretation
and integration of sources by supporting claims from deep analysis of the sources that
allowed the researcher to conclude that these learners increased their critical reading skills
Conclusions
The results of this research study indicate that pair-work assignments are authentic
University in the southern Colombian region. The students developed practical and
formulate research objectives and questions, conduct literature reviews, and state the
started conducting their own educational research proposal because the tasks were planned
and designed for them to not only learnt the importance of inquiry for their field but also, to
train them on how to complete their research proposal that is one of the options that the
writing skill. The participants wrote research titles, introduction, justification, objective and
question, conducted literature reviews and proposed the methodology for their proposals.
The overall organization suggested that the students were able to write clear, concise, and
21
varied paragraphs with simple and complex sentences, good punctuation rules and normal
smooth and transition that included adequate sources support which made their papers easy
to read and understand. Similarly important, the use of pair-work assignments augmented
reading comprehension exercises in the prospective teachers. Reading was a vital activity
for the trainees to understand, participate in class discussions and complete the tasks, as a
consequence, they expanded their ability to detect rich information from the articles, books
and other materials that were assigned to them by the researchers. They successfully
developed the ability to compare authors point of views, make inferences, located specific
Finally, apart from developing meaning research practice that strengthened long life
augmented prospective teachers opportunities to reflect upon the possible problems they
might encounter in their future life as teachers and built interpersonal relationships. The
apprentices cooperated one with another without having difficulties, appreciated to work
with a classmate, and communicated their ideas and thoughts without anxiety. At this stand,
cooperation, negotiation and exploration, social interaction and learning. Therefore, in order
environment, where students feel motivated and eager to take part in assignments more
often.
References
22
Achmad, D., & Yusuf, Y. Q. (2014). Observing pair-work task in an English speaking class.
http://files.eric.ed.gov/fulltext/EJ1085253.pdf.
University.
https://www.degruyter.com/downloadpdf/j/lifijsal.2015.1.issue-1/lifijsal-2015-
0001/lifijsal-2015-0001.pdf.
Allison, D., & Carey, J. (2007). What do university language teachers say about language
http://teslcanadajournal.ca/index.php/tesl/article/viewFile/139/139.
from:
https://startalk.umd.edu/public/system/files/resources/nebraska_allwright.2005.mlj_.p
df
Benson, P., Chik, A., Gao, X., Huang, J., & Wang, W. (2009). Qualitative research in
language teaching and learning journals, 19972006. The Modern Language Journal,
4781.2009.00829.x/epdf?
r3_referer=wol&tracking_action=preview_click&show_checkout=1&purchase_site_
license=LICENSE_DENIED
https://is.muni.cz/th/199495/pedf_m/diplomova_prace_Teacher_s_Roles_in_Pair_W
ork.pdf
Berg, B. L., Lune, H., & Lune, H. (2004). Qualitative research methods for the social
Borko, H., Liston, D., & Whitcomb, J. A. (2007). Genres of empirical research in teacher
education.
http://www.education.leeds.ac.uk/assets/files/staff/papers/Borg-AL-2009.pdf.
Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research?. Action
http://journals.sagepub.com/doi/pdf/10.1177/14767503030011002
Crdenas Ramos, R., & Faustino, C. C. (2003). Developing reflective and investigative skills
http://www.scielo.org.co/pdf/calj/n5/n5a03.pdf.
Retrieved from:
https://people.ucsc.edu/~gwells/Files/Courses_Folder/documents/chaiklin.zpd.pdf
Chen, Q., & Liu, Y. (2017). The Impact of Cooperative Learning on CHC Students
Achievements and Its Changes over the Past Decade. International Journal of
http://www.sciedu.ca/journal/index.php/ijhe/article/viewFile/11208/6859
profile.v18n2.49754.
http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/10534
DiCiccoBloom, B., & Crabtree, B. F. (2006). The qualitative research interview. Medical
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2929.2006.02418.x/full
25
Fagan, D. S. (2015). when learner inquiries arise: marking teacher cognition as it unfolds"
http://www.scielo.br/pdf/ides/v68n1/2175-8026-ides-68-01-00075.pdf
Garcs, C.,Yicely, A., & Martnez Granada, L. (2016). The Role of Collaborative Action
http://www.scielo.org.co/pdf/prf/v18n1/v18n1a02.pdf.
Gitlin, A., Barlow, L., Burbank, M. D., Kauchak, D., & Stevens, T. (1999). Pre-service
https://www.researchgate.net/publication/222471659_Pre-
service_teachers'_thinking_on_research_Implications_for_inquiry_oriented_teacher_
education.
http://www.revistas.unal.edu.co/index.php/male/article/view/10704/28095.
Guerra Snchez, J. C., Rodrguez Vsquez, Z., & Daz Mosquera, C. P. (2015). Action
http://www.scielo.org.co/pdf/calj/v17n2/v17n2a08.pdf
Hagevik, R., Aydeniz, M., & Rowell, C. G. (2012). Using action research in middle level
teacher education to evaluate and deepen reflective practice. Teaching and Teacher
26
https://www.ufs.ac.za/docs/librariesprovider43/service-learning-documents/articles-
documents/art_hagevik-aydeniz-rowell-1532-eng.pdf?sfvrsn=0.
http://www.sciencedirect.com/science/article/pii/S1877042813000566
Lombard, B. J. J., & Kloppers, M. (2015). Undergraduate student teachers' views and
http://www.scielo.org.za/pdf/saje/v35n1/20.pdf
https://pdfs.semanticscholar.org/8b47/f05fecb485b85b17d9c371607a3422a822de.pd
McNulty Ferri, M. (2010). Action research topics and questions in a foreign languages
Mello, H., Dutra, D. P., & Jorge, M. (2008). Action research as a tool for teacher autonomy.
from: http://www.urmia.ac.ir/sites/www.urmia.ac.ir/files/Article5.pdf
27
Ortlipp, M. (2008). Keeping and using reflective journals in the qualitative research process.
http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1579&context=tqr
Pellerin, M., & Nogus, F. I. P. (2015). Becoming reflective and inquiring teachers:
from:http://www.scielo.org.mx/pdf/redie/v17n3/v17n3a4.pdf
Prez, L. M., & Alvira, R. (2017). The acquisition of vocabulary through three memory
http://revistas.udistrital.edu.co/ojs/index.php/calj/issue/view/806/showToc
Price, J. N. (2001). Action research, pedagogy and change: The transformative potential of
article=1056&context=ie
Raja, N., & Saeed, A. (2012). The effectiveness of group work and pair work for students of
http://journal-archieves23.webs.com/155-163.pdf
Sert, O. (2005). A comparative analysis of pair-work and individual assignments in two ELT
http://files.eric.ed.gov/fulltext/ED496120.pdf
28
Strauss, A., & Corbin, J. (1994). Grounded theory methodology. Handbook of qualitative
http://www.mheducation.co.uk/openup/chapters/9780335244492.pdf
Vergara Lujn, O., Hernndez Gaviria, F., & Crdenas Ramos, R. (2009). Classroom
http://www.revistas.unal.edu.co/index.php/profile/article/view/10557/11017
Vygotsky, L. S., Rieber, R. W., & Hall, M. J. (1998). The collected works of LS Vygotsky,
Wallace, M. (2008). Action research for language teachers. London, UK: Cambridge
university press.
Weinberger, A., Patry, J. L., & Weyringer, S. (2016). Improving Professional Practice
from:https://link.springer.com/article/10.1007/s12186-015-9141-4
Ware, M. E., Badura, A. S., & Davis, S. F. (2002). Using Student Scholarship to Develop
from: https://creighton.pure.elsevier.com/en/publications/using-student-scholarship-
to-develop-student-research-and-writing.
Zheng, H. (2009). A review of research on EFL pre-service teachers beliefs and practices.
http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.575.8742&rep=rep1&type=pdf
Ziga, E. C. (2013). Fostering risk-taking through pair work activities in an EFL setting: A
case study. Opening writing doors journal, 10(2), 25-53. Taken from:
http://ojs.unipamplona.edu.co/ojs_viceinves/index.php/OWD/article/view/374/389