In the first edition of this book, Tim Stewart provided an easy-to-follow guide to conducting classroom research, from getting started to publishing your findings. The second edition of Classroom Research for Language Teachers further explores different approaches to conducting classroom research in the English language classroom, beginning with the central question: Why should English language teachers conduct classroom research? This edition has also been updated with new examples of teacher research and more resources for language teachers wishing to conduct their own research.
This essential guide provides novice teacher-researchers with the knowledge to begin their own classroom research and the confidence to carry it out. Stewart helps you answer and reflect on important topics, such as:
- The different kinds of research
- How to develop a research topic
- How to plan your research project
- What kind of data to collect, and how to analyze it
- How to prepare your ideas for publication
Demystify the process of classroom research and enjoy the empowering energy of researching and learning. Whether you are a new teacher or an experienced one, Classroom Research for Language Teachers, Second Edition is an essential resource for anyone who wants to improve their teaching practice through research.
About the English Language Teacher Development Series
As the English language teaching field continually reinvents itself, the pressure is intense for language teachers to update their knowledge. The English Language Teacher Development Series is a set of short resource books written in an accessible manner for all types of teachers of English. The series offers a theory-to-practice approach, a variety of practical methods, and time for reflections that allow teachers to interact with the materials presented. The books can be used in preservice settings, in-service courses, and by individuals looking for ways to refresh their practice.
Tim Stewart has worked as a TESOL educator since 1986. When he entered the field, he was fortunate to have had wonderful colleagues who opened their classrooms and collaborated with him while team teaching. This early foundation set Tim off on a career in TESOL that centered on professional discovery through classroom research. Tim’s quest to learn more about his students and his teaching practice led him to publish over 50 articles and book chapters while authoring or editing eight books. His early experiences teaching showed him that the classroom is a fascinating crucible of learning, and he quickly appreciated that teachers need to tell the stories that emerge from their classrooms. Tim has tried to pass this message on to other TESOL classroom teachers and graduate students over the years. He will always value the learning he has gained through his classroom practice and research as he prepares to retire from Kyoto University and move on to do other things.
Thomas S. C. Farrell, PhD, is a professor at Brock University, Canada. His professional interests include reflective practice and second language teacher education and development. He has published widely in these areas.
