 Researcher: Ana Bruzzone

 School: Instituto Ricardo Güiraldes

 Course: 3°
 Description of the context: The school is a secondary school located in Banfield, it
is an urban area easy to get there. The third-year class consists of 28 students aged
14 to 15 years old. The majority of the students are not used to speaking English
either in class or outside the school. They have a limited exposure to input and a
little reading comprehension.
 Area of concern: The students struggle with the use of language, specifically with
speaking and listening which affects their confidence.
 Problem identification: The students are not used to speaking in English, the
reading skills are not completely developed as they are “spoon feeded” most of
the questions are translated into Spanish and also the explanations.
 Preliminary investigation: Observations revealed that students have almost none
opportunities to practice speaking or listening. An interview with the teacher
showed that students need more communicative activities.
 Hypothesis: The students' lack of speaking and listening skills in English may be
caused by the absence of task-based learning and audiovisual activities in
meaningful contexts.
 Expected outcome: Students will show more confidence in using English,
participating more in class discussions and activities.
 Literature review:
Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman.
Krashen's Input Hypothesis: In this theory Krashen implies that learner will
improve their skills when they receive comprehensible input which is a little above
their proficiency level, what he calls Input + 1.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological
Processes. Harvard University Press. (Original work published 1934)
Vygotsky's Sociocultural Theory: In this theory Vigotsky explains the importance of
social interaction among pairs and the effectiveness of collaborative work.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language
Teaching: This book explains the importance of CLT, and the use of real-life
communication in language learning.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom: This book
provides different activities that promote interaction and language use.
Thornbury, S. (2005). How to Teach Speaking: Provides strategies and activities to
develop speaking skills in a communicative classroom.
Porter, S. E. (2020). Educators in a Teenage World: This book explains the
importance of understanding teenage learners' social and emotional contexts,
which can significantly impact their engagement and motivation in learning
activities. Incorporating activities that engage students with technological devices
and meaningful context will motivate them to speak in class and share their
opinions.
  Blueprint question:
If a task based learning approach is adopted, where the students are protagonists
of their learning through audiovisual activities related to meaningful contexts, their
language skills will improve significally.

Action plan for 4 weeks:

Dates Action Plan Method or data collection

 Link to the journal:

 Data report:
 Analysis and interpretation:
final outcome and conclusion:
Final reflection on yourself as a researcher:
Bibliography:

Dear Ana,
 your action research proposal demonstrates a clear understanding of the research process
and a focused approach to addressing the challenge of improving students' speaking and
listening skills in your English language classroom. You've effectively described the
context, identified the problem, and formulated a hypothesis. The action plan is structured,
and the inclusion of task-based learning and audiovisual activities is promising. Your
literature review shows engagement with relevant theories and research, and you've
identified suitable data collection methods.

Areas of Strength:

 Problem Identification and Context: You've clearly articulated the problem of

students' limited speaking and listening skills, supported by observations and
teacher interviews. The context description provides valuable background
information about the school, students, and their language learning environment.
 Hypothesis and Expected Outcome: Your hypothesis directly links the problem to
the lack of task-based learning and audiovisual activities, and your expected
outcome is aligned with addressing this gap.
 Literature Review: You've engaged with key theories and research relevant to your
focus, demonstrating an understanding of the theoretical foundations of your
approach.
 Data Collection Methods: The selected methods, including student surveys,
teacher journals, and observations, are suitable for gathering data on student
engagement and language skill development.

Areas for Improvement:

 Action Plan: While your action plan is structured, it could benefit from more
specific details about the tasks and audiovisual activities you'll implement. Consider
providing examples of the types of tasks and how they'll promote communication
and language use in meaningful contexts.
 Data Analysis and Interpretation: Elaborate on how you plan to analyze the
collected data. Specify how you'll use the surveys, journals, and observations to
measure changes in student confidence, participation, and language skills.
 "In Action," "Final Outcome and Conclusion," and "Final Reflection"
Sections: These sections are currently incomplete, which is understandable at this
stage. As you implement your action plan, remember to document your
observations, reflections, and any adjustments made. In your conclusion, analyze
your findings comprehensively, discuss limitations, and reflect on the impact of the
research on your teaching practice.
 Literature Review: While your literature review is relevant, consider expanding it
to include more recent research on task-based learning and the use of audiovisual
resources in language teaching. This will further strengthen the theoretical
foundation of your research.

Specific Feedback based on the rubric and uploaded materials:

  STATEMENT OF PROBLEM, UNDERSTANDING OF CONTEXT AND
RESEARCH QUESTION: Level 3 (Competent) - You've provided a clear
description of the context and identified a researchable question that is relevant to
the problem. The connection to the need for increased communicative activities is
evident.
 LITERATURE REVIEW (GUIDING THEORIES AND RESEARCH): Level 3
(Competent) - Your literature review cites major and contemporary theories and
research relevant to your context and research questions. To reach Level 4
(Exemplary), consider expanding it with more recent research and making more
explicit connections to your specific action plan.
 ACTION AND ASSESSMENT PLAN: Level 3 (Competent) - Your action plan
is clear and systematic, and the data collection process seems thorough. To reach
Level 4, consider providing more specific examples of the tasks and audiovisual
activities you'll use and how they'll promote communication and language use.
 IN ACTION, OVERALL REFLECTION AND CONCLUSION, and FINAL
REFLECTION ON YOURSELF AS A RESEARCHER: Level 1 (Not
Acceptable) - These sections are incomplete, as expected. Remember to document
your observations, reflections, and adjustments as you implement your action plan.
In your conclusion and reflection, analyze your findings, discuss limitations, and
reflect on the impact of the research on your teaching practice and personal growth.
 QUALITY OF WRITING: Level 3 (Competent) - Your writing is clear, focused,
and well-organized. You've used proper citations and demonstrated the ability to
use academic language. To reach Level 4, consider deepening the reflection in your
journal entries, linking them more explicitly to the research process, actions taken,
and data collected.

Overall, your action research proposal is well on its way to being impactful. You've
identified a relevant problem, chosen an appropriate approach, and demonstrated a good
understanding of the research process. By addressing the areas for improvement and
completing the remaining sections with insightful reflections and analysis, you have the
potential to conduct valuable action research that enhances your teaching practice and
empowers your students to develop their speaking and listening skills in English.

Remember, action research is a journey of continuous learning and improvement. Embrace

the process, be open to adapting your strategies based on your findings, and use your
research to create a more engaging and effective learning environment for your students.