Learning English in and beyond the classroom – action
research
New roles emerge for teachers as learners become more actively involved in managing
aspects of their own learning.. (Richards, 2015, p. 20)
Introduction
In order for teachers to learn more about their classes and what motivates
students in learning English, there are many possibilities. Reading articles or books
could enlarge their horizons, but these would not take into consideration the
particularities of all the students. Talking to your students and trying to obtain
information on specific aspects would be more personal, but it is not an organized
approach, therefore the results may not be accurate. Action research, on the other
hand, can be personalized to one’s students and contextualized, and the results can
be very relevant for the group at issue. “AR involves teachers taking ‘action’, often in
the form of an intervention to systematically investigate, through ‘research’, a
classroom issue they feel is worth exploring in order to better understand or enhance
an aspect of teaching or learning” (Burns, 2013, as cited by Edwards and Burns, 2016,
p. 6).
Taking into account that 9eme classes in CO only have two English classes a
week, which, in my opinion, is not enough for an adequate acquisition of the language,
I decided to study what activities students prefer and consider more efficient for
making progress in English in and outside the classroom. The purpose of this survey
is instructional, the results being used for planning my classes, not only with the
participants’ group, but also with other groups of students, if applicable: “A good
research question benefits your students by informing your teaching and the
curriculum, by providing new insights about students and their learning, by broadening
and deepening your perspectives, or by improving practice” (Pine, 2008, p. 239) and
this is the main purpose of the present research.
1. Methodology
a) Participants (P)
The questionnaire was completed by 22 students (N=22) in a 9th grade R3
group, 9 boys and 13 girls, in a middle school (cycle d’orientation) in Geneva. They
have been learning English in school for two years. In the initial stage of the project,
the survey was meant to be applied to two 9e classes, namely 9e R2 and 9e R3. As
mentioned by D, “A further important consideration is whether there are any distinct
subgroups within the sample which may be expected to behave differently from the
others” (Dörnyei, 2012, p. 82). And since I noticed a lack of interest for school in
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general of the R2 group and the manner in which they sometimes greeted with derision
the classes and the activities, I decided not to conduct the questionnaire with this
group, especially since it was anonymous and I could not have had much control on
students’ attitude. I assumed it was going to affect the final results and not be
sufficiently relevant. I could have used the results for a comparison between the two
levels, but this would not be the purpose of this survey. A new questionnaire may be
designed for this group in the future, more adapted to them in length and types of
questions.
b) Questionnaire description
The questionnaire consists of 12 questions, as follows: one factual, one
behavioral and ten attitudinal questions. The purpose of the first question is to find out
about the participants’ gender, which belongs to demographic characteristics,
questions 2 – 7 (Part A) aim at understanding students’ attitude and motivation
regarding learning English in the classroom and the last five questions (Part B) focus
on attitudes and behavior outside the classroom. The reason why I did not ask about
participants’ age is because they all belong to the same group and they are about the
same age. Moreover, measuring the relationship between this variable and the
responses to the other questions is not subject of this research.
In order for a questionnaire to be relevant and efficient, the type of questions
should vary, in the present study, most of them being Lickert scale or open. The
language employed should be “simple and natural”, without “loaded words”, “negative
constructions” and “double-barreled questions” should be avoided (Schauber, 2020).
c) Pilot test
I first applied the questionnaire to one of my colleagues and I took into account
his suggestions to eliminate one of the questions, which was repetitive, and to
reformulate two questions (or options for the questions), which were confusing. Then,
I created a Google form and I shared it with five friends of various ages and various
backgrounds, either French native speakers or with excellent command of French. I
asked them for feedback regarding the time it took to complete, the order of the
questions, possible mistakes or ambiguous words or questions and any other aspects
they found relevant to share. Only one of the participants mentioned that it was too
long, having taken her 10 minutes, but considering the pilot test criteria presented
during one of the Research seminars (Schauber, 2020), it should not take longer than
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15 minutes. No major modifications were made after this stage, except for eliminating
or changing a few confusing words.
d) Applying the questionnaire
Since students appreciate more the activities in the computer lab, I decided to
use Google Forms for the questionnaire, which also proved to be more practical for
data collection. The average online response to questionnaires is only 20-30% (Di
Fazio, n.d.) and even though a possibility could have been to distribute it through
various means, I still wanted to ensure that all the students would complete the survey
and to avoid the unpleasant situation of having to insist on submitting it before a
deadline. Thus, instead of giving it as homework, they responded to it during an
English class. This way, the variables space and time, which may influence their
answers, were the same for all. It took between 10-18 minutes to complete the
questionnaire in these conditions.
2. Analysis and results
For the analysis, all the data was collected in an Excel file (Annex) and some
of the results were plotted in Excel while for others Matplotlib was employed. The
percentages were rounded in most of the charts and this is the reason why, in some
cases, the total adds up to 101 instead of 100%.
Question 1 – There are 22 students in the R3 class, out of which 13 (59.1%)
are girls, 7 (31.8) are boys and 2 (9.1%) chose the third option – other / I do not want
to answer. As I am the class teacher, I know that the group is formed of 13 girls and 9
boys and I could assume that the two who chose the third option are boys. However,
in order to respect their choices, I will only take into consideration the data and not my
previous knowledge about the group. Some of the questions will be analyzed taking
into consideration the Gender factor.
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Figure 1 – Gender
Question 2 – In order to understand students’ motivation, the multiple-choice
question 2 focused on the reasons to learn English.
Figure 2 – Reasons to learn English / per student
We can see in Figure 2 how many reasons students selected, the highest
number having only chosen one option. One student selected all ten given answers.
As we observe from the chart, there is no obvious pattern to show a difference between
boys’ and girls’ choices, this meaning that the number of selected answers is not
influenced by gender. Yet, looking at the particular reasons the participants opted for,
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there is a slight tendency related to gender, the percentage in the figure below being
Autres
related to each gender in particular and not to the total number of students.
Figure 3 – Reasons to learn English
Regarding the reasons to learn English, it can be noticed that the first choice is that it
is part of the school curriculum, therefore their prime motivation is an extrinsic one.
Nevertheless, their future career and travelling follow immediately with a similar
pattern between the two. Nine students (46.2% of the girls and 28.6% of the boys)
opted for having good grades at school and the same number of students (with 4.4%
difference between boys and girls) for understanding the music, films or series in
English as reasons to learn. I want to be cool and My parents expect this from me
seem to be less popular among the choices, none of the boys having selected the
former and none of the girls the latter. All the options were chosen and five students
gave other reasons which were not mentioned. The last five options in Figure 2 are
students’ other reasons for learning English. These are their exact words and, as we
can observe, one of the students feels that the obligation to learn comes from the
teacher. As for the student who is a native speaker, she is normally exempt from
participating in the English class, but she still attends once in a while. I should have
considered asking a question concerning this aspect, or, she should not have
answered the questionnaire, since her perspective may not be very relevant.
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Question 3 – The purpose of this Lickert scale is to understand students’
opinion on the efficiency of various grouping strategies in class – individual, pair, group
or whole-class – in order to make progress in English.
50%
50%
41%
32%
27%
27%
23% 23%
23%
18%
23%
18%
14%
14%
9%
9%
Figure 4 – Class activities to make progress in English
If we add up the values for the efficient and very efficient bars, surprisingly, the
participants found the individual activities and exercises the most efficient ones,
followed by pair speaking activities. As it was expected, whole-class activities were
appreciated as less efficient, however, not by the majority, 55% still considering them
efficient. There is no particular trend regarding boys and girls and the type of class
activities they prefer. As I have already employed them all in class, the only change I
could introduce is to apply less whole-class strategies and more group work, but the
main focus should probably be on pair work.
Question 4 – Before asking the participants to decide on the importance of
several aspects or activities used regularly in the English class (in Question 5), I
wanted to learn what class activities students find efficient in order for them to make
progress in English. This was asked in an open question and the answers suggested
by the students were grouped as seen in the figure below.
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Figure 5 – Class activities students find efficient in order to make progress in English
Unfortunately, most of the students (32%) did not contribute with a relevant answer.
One student in this category answered “nothing”, all the others “I don’t know”. All the
other propositions are relevant and since both group (pair) work and individual work
seem to be efficient for the students, a variety of tasks and activities to alternate
between these forms of work could be an optimal solution. I have not included enough
video watching activities in my lessons and this is one of the first changes I will make.
In the Others category, I recorded the following answers:

« le travaille sur ordinateur » (P no 3) – working on the computer

« me mettre à une place derrière » (P no 5) – change my seat – at the back of
the class

« je parle déjà l'anglais » (P no 17) – I already speak English

« gym » (P no 22) – gym
Two of these answers are not very relevant (P no 5 and no 22). However, working on
the computer, could indeed be a good class activity and, once in a while, students may
benefit from a class in the computer lab. As for the students who already speak
English, they can help with the preparation of activities in class. In the end, even a
gym class in English could be a good idea, with the help of the physical education
teacher.
Question 5 – Continuing with the Lickert scale, the respondents decided on the
importance of several resources and other aspects frequently used during the English
class.
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54%
36%
32%
36%
27%
27%
23%
27%
23%
23%
18%
18%
14%
9%
9%
9%
5% 5%
5%
Figure 6 – The importance of … for making progress in English. Part 1
As I work more with handouts, I have not insisted much on the notes taken on the
notebook. However, noticing that many students (45%) find them important, I will
probably use them more in the future. Still, the worksheets seem to be the most
popular, as 77% of the participants see them as important. The projector has a
relatively high importance – 59% – and the seating plan appears to be valued by 50%
of the respondents.
77%
64%
50%
36%
32%
23%
18%
18%
18%
14%
9%
9%
9%
9%
5%
5%
5%
Figure 7 – The importance of … for making progress in English. Part 2
Looking at the second chart for this question, there are several values which stand
out. The coursebook has a greater importance than the worksheets in students’
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opinion and, I must admit, I tend to prioritize the latter. Not much used in the English
class, the participants appear indifferent to the whiteboard in proportion of 50%, while
18% rated it as not at all important. The most conspicuous value is the 77% attributed
to instructions which are very important. Only one student found instructions not at all
important, but it may not be relevant because I have noticed a pattern of one of the
participants having always selected the extreme left values (P no 5), while P no 21,
having chosen the opposite ones. I was surprised to discover that a rather high number
of students (68%) found the written tests important. However, this confirmed my
decision of not applying the survey to my R2 students who have previously mentioned
that tests and homework were “utterly useless”. I do not argue here on the efficiency
of any of the two, but I wanted to emphasize once more the difference between the
two groups, therefore the decision of only considering one of them for the present
questionnaire. There does not appear to be any pattern to differentiate between girls
and boys. Green is more visible because there are more girls than boys, but the
proportions are comparable.
Question 6 – There seems to be a tendency for the participants to answer the
open questions with “nothing” or “I don’t know” as it is the case for the aspects which
may make the English class difficult. Here, six students responded “nothing”, and for
this question, it is relevant since it may suggest that these 6 students do not find it
difficult, as it is obvious for two of them: “Rien, c’est simple” (P no 7) – nothing, it’s
easy – and “rien, je parle déjà l’anglais” (P no 17) – rien, I already speak English.
Figure 8 – What makes the English
class difficult
However, the same number of students mentioned the unclear instructions and this
requires immediate action, regardless of the reasons. Although three students
indicated that the issue is the instructions in English, more attention should be given
to this aspect and as their teacher, I should always confirm with the students that they
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have understood what they are expected to do. This takes us back to Question 5
where we noticed that the highest importance, in a very significant rate, was given to
clear instructions. As for understanding the language, the vocabulary, the accent and
the language in general seem to be an obstacle, therefore preloading the vocabulary
should become a priority at the beginning of every unit and it should be performed
more thoroughly. Even though in this particular class, the discipline has been a
concern only occasionally, for some students this seems to be disturbing, which
means I need to be more aware and not allow it in the future. The Others list includes
the following answers: I don’t know (P no 20), Not having enough time for group work
(P no 14), working with somebody who doesn’t know English (P no 10). The last one
may be a source of frustration and while it appears only once, it should still need
addressing in class, either by giving everyone a chance to work with students of
different levels and by explaining the stronger students how important their role is
when being in a pair / group with weaker classmates.
Question 7 – Regarding the more specific skills and systems of language
(grammar and vocabulary), the participants seem to value them all rather highly.
Taking again important and very important chart bars together, Vocabulary is the most
popular (77%), closely followed by Speaking (73%) and Reading (72%). Writing
obtained the greatest value for very important (27%) and this was rather unexpected
since I assumed that, at this age, students did not find writing essential.
54%
50%
50%
45%
41%
36%
32%
27%
23%
18%
14% 14%
14%
23%
18%
14%
9% 9%
23%
18%
9%
18%
14%
14%
9%
5%
Figure 9 – The importance of the skills and systems of language in learning English
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I have noticed that one participant (P no 2) selected indifferent, while two
participants selected not at all important for all the choices in Questions 7 and 8. This
situation makes our results slightly inaccurate, but I will still take into consideration
these findings, since most of the group answered the questions sensibly. There is no
direct action to be taken here, but it is essential to be aware of the importance my
students attribute to these skills and systems.
Having learned about the participants’ attitude regarding learning English in
class, the last five questions focus on learning English beyond the classroom. While
in class students are more guided and their motivation is not always personal, outside
the classroom their motivation is intrinsic and the results should come faster, though,
not many students have this impulse. However, even if they do not envision exposure
to the language as a purpose, they can still make progress without being aware of it
in a short time.
Question 8 – In order to learn where the students would use the language
outside school, this Likert scale asks about the importance of a few possible situations.
64%
54%
45%
41% 41%
36%
36%
36%
32%
27%
23%
23%
18%
14%
14%
14%
14%
14%
14%
9%
9%
5%
5%
5%
5%
5%
Figure 10 – The importance of using English beyond school
Four of them obtained a very high rate of importance, Conversation having the leading
score, closely followed by Using the language while travelling and by Reading in
English. Understanding song lyrics is the least important, only 28%, which I found
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surprising since I had the impression that since teenagers were very interested in
music, they would be more entertained if they understood the lyrics as well. Girls do
not seem to have considered any of the aspects not at all important and very few were
slightly important and we can deduce that they value the importance of using English
beyond the class more than boys, in the context of this class.
Question 9 – Since most of the respondents (32%) answered Nothing or I don’t
know, this open question proves that the suggestions proposed in Question 8 covered
most of the reasons why English is important for students in this age category.
Moreover, the Communication / social life section (27%) includes two of the aspects
already presented in Question 8, therefore, this question does not give much new
information.
Figure 11 – Other reasons why it is important to learn English
Yet, English being spoken everywhere (partout) is an important reason for learning it,
as six participants offered this answer. Even though only three students thought of
their future work as a strong motivation to learn the language, this can still be
considered significant since, at this age, not many of them envision a clear career
path.
Question 10 – The purpose of this open question was to learn how aware the
students are about their possibilities to improve their English outside the classroom
and this is the reason why it was addressed before the multiple-choice regarding what
they already do in this respect and this way they would not be influenced by the list of
suggestions.
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Figure 12 – What they could do to improve their English outside the classroom
Looking at the figure above, we notice that the highest proportion of the group
deemed extra work (doing exercises, revising or taking private lessons) to be
necessary in order for them to improve their level of English. I assume that they had
in mind the school requirements and this is probably the only way they know they can
learn a language. On the other hand, five students were well aware that speaking the
language would be an efficient means of reaching a higher level. Not actively involved,
but still exposed to the language, watching videos and films in English was another
choice. Unfortunately, nothing and I don’t know were again the preferred answers for
many participants. I am considering showing this chart to the class and discuss around
it with the purpose of emphasizing the importance of communication for learning a
foreign language.
Question 11 – This question anticipates the last question of the survey, focusing
again on the importance of several activities which could be efficient in learning
English beyond the classroom. To avoid redundancy with the last question, I should
have actually asked about the efficiency rather than the importance, since this may be
slightly confusing.
Travelling to English speaking countries is by far the most appreciated in this
list (81%), followed, not closely this time, by Exchanging emails or text messages with
friends in English (50%). The lowest rated is the private lessons category, only 23%
having found them important and 50% indifferent. The study conducted by Elmiger,
Sieber & URSP (2015, p. 109) reported a very low rate of students taking private
lessons in German as well. We can therefore assume that at this level, these are not
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yet a priority for languages. The highest not at all important rate was given to Changing
the phone or computer settings to English (32%), which means that it does not sound
as an appealing technique for exposure to English. The difference is not very
significant, but there is however a distinction between the 45% mentioning here that
music is important for learning English and the 28% who found it important to
understand song lyrics, in Question 8.
54%
36%
32%
32%
27%
27%
27%
23%
18% 18%
18%
18%
14% 14%
9%
5%
14%
9%
5%
Figure 13 – The importance of these aspects in learning English outside the classroom. Part 1
50%
32% 32%
32%
18% 18% 18%
18%
14%
14%
9%
14%
9%
14%
9%
Figure 14 – The importance of these aspects in learning English outside the classroom. Part 214
Question 12 – As for how students are exposed to English outside the
classroom, even though not with the purpose per se of learning English, we can see
in the figure below for this multiple-choice question that some are rather frequent, while
others are almost absent from the students’ activities.
Figure 15 – Learning English outside the classroom
Most of the girls listen to music in English and many travel to English speaking
countries. For these two groups, there is a rather substantial contrast between girls
and boys. There is not much gender discrepancy when it comes to playing games in
English, but there is a 13.2% difference between the boys and the girls who have their
computer settings in English. In the Other category there were only nine answers, one
of them being “nothing”. I did not do a graphical representation since there are 4
answers which can be grouped and the other four are all different. However, I think it
is reasonable to mention that the four similar answers refer to watching videos, series
and movies in English, which is a common activity to expose oneself to the language,
but I had not included it on my list for this question.
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3. Limitations and bias
Already mentioned, the low number of participants makes that the results of this
survey cannot be extended to a larger scale, so they can only be taken into account
for this group and possibly for a very similar group learning in a similar environment.
Some of the students who took part in the questionnaire did not seem to do it seriously,
as I have noticed a pattern of extreme values for some of the questions, or had a
native level of English and their responses may not be relevant. A more suitable
approach would have probably been to eliminate some of the answers for particular
questions which would have made the analysis more elaborate. Therefore, this may
affect the authenticity of the results, “regarding their value systems, possible biases,
and stances and how these might affect what they [researchers] see and how they
interpret what they see” (Friedman, 2012, p. 194). Freidman suggested that in
qualitative we should not “read more into the data than the data can support; claims
that are not grounded are speculation, not analysis” (2012, p. 194).
The length of the questionnaire was slightly unreasonable in what the analysis
is concerned. There were too many options for some of the Likert scales and, although
interesting to obtain a more personal and objective view on some of the aspects, the
four open questions proved rather difficult to code. However, this has been a thrilling
experience and I have even contemplated the idea of having asked about other points,
namely homework, being inspired by Elmiger, Sieber & URSP’ study (2015). As future
action, the survey conducted in class will be more focused, following Dörnyei &
Csizér’s suggestion: “Avoid making the questionnaire too long by covering every
possible angle; focus on the key issues” (2012, p. 76).
4. Action plan and Research seminar course contributions
“Action research is demanding, complex, and challenging because the
researcher not only assumes responsibilities for doing the research but also for
enacting change” (Pine, 2008, p. 235), without it the research being unavailing.
Even though it may not be sufficient for a tangible progress in a short time,
learning English in class should be transformed in an enjoyable and rewarding
experience for the students. And the first step in this direction is to understand what
motivates them, what they expect and what they need. We should however be aware
that “student motivation cannot be guaranteed and that a core part of any teacher’s
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role is to try to actively generate positive student attitudes toward L2 learning”
(Dörnyei, 2019, p. 729). Awareness of the available techniques is the first step towards
a successful motivational teaching practice (Dörnyei, 2019, p. 734).
As for learning English outside the classroom, students may not be yet aware
of their possibilities, but we could guide them towards what we consider efficient and
interesting for them and the choice should, naturally, be theirs. “The most successful
language learners often attribute much of their success to initiatives they undertook to
extend opportunities for language learning beyond the classroom” (Nunan, p. 1).
Participating in the survey may have made students more aware of their learning
process and it may have given them suggestions on what they could use for making
progress in English outside the classroom. I will use my findings in planning my
classes and also advise students on what strategies they can adopt on their own.
The course – Research seminar – offered during our IUFE training has proved
to have an immediate application and this makes it valuable for our present and future
profession. Teachers who followed an Action research programme “felt more
confident, connected to their students, research-engaged, and recognized by
colleagues and managers” (Edwards & Burns, 2016) and I personally already consider
that conducting surveys in class will have a great influence on my teaching and,
consequently, on my students’ learning. I have acknowledged the importance of
research, not only by carrying it out in class, but mostly by analyzing the data. Thus, I
am confident that my future questionnaires in class will be better organized and
implemented.
Conclusion
As it is important not “generalize the findings of the research beyond the study’s
parameters as defined in the research question” (Pine, 2008, p. 259), I admit that the
results of the current survey may not be relevant to my peers or to other students. The
number of participants is too low to reach conclusions outside this group.
Nevertheless, the questionnaire is valuable for these students and for planning their
classes in the future and, meanwhile, it is a starting point in understanding how
significant action research is and how it should be developed. According to Dörnyei
(2012), the interpretations can be extended to a general class or population if we have
reasons to assume that our results apply (p. 86), therefore if I notice a similar class
dynamic in another R3 group, I may take into consideration the conclusions reached
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in this study. A similar questionnaire can be applied to the new classes at the beginning
of the school year, in order to determine their experience with learning English and
adapt the lessons according to their needs and expectations.
As promised in the introduction of the survey, I will also present some of the
findings in my class because “creating a feedback loop where students feel that their
opinion is welcomed and valued will improve student engagement, as well as increase
their likeliness to give feedback in future surveys” (Di Fazio, n.d.).
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