The presenter reports on a professional development project that helped language teachers in Japan gain knowledge about conducting quantitative research. Teachers conducted a small-scale study on engagement in an extensive reading activity in their own classrooms and collaborated throughout the process during the 2018 academic school year.
Conducting classroom-based research allows language teachers to extend beyond their own settings and contribute to their field; however, a strong understanding of research methodology is essential to execute meaningful studies. The goal of this presentation is to report on the third generation of a unique professional development project that helps language teachers gain skills and knowledge related to conducting quantitative research through a collaborative approach. Thirty-two teachers joined the project in the spring of 2018 and recieved guidance as they conducted the same small-scale study on engagement in an extensive reading activity in their own classrooms. Participating teachers connected through an online discussion forum and resource center built with Google applications in order to discuss issues, raise questions, and share ideas about the research process while making use of online resources and receiving guidance through each step of the research process. The goals for the teachers included developing skills and knowledge in fundamentals of quantitative research, connecting with a community of EFL teacher researchers, and producing a manuscript with potential for publication. Additionally, they gained experience and deeper insight into implementing and evaluating ER activities in their classrooms. The presenter will provide an overview of the project, explain benefits of this approach to professional development through collaborative research, and report on the activities that took place and feedback from the participants. This project was supported by a JSPS Grant-In-Aid from the Japanese government.
