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• W2332005123 abstract "This research reports the effectiveness of students' and a teacher's reflection on their learning and teaching happened in a large class with limited time. The study showed that the processes of action research in action (setting, focus, investigation, response, reflection and task) identified three problems happened in action. Students came to the class late, they did not pay much attention in speaking lesson review and they did not try to response teacher's questions. Those problems may be students' obstacles to speak. Also the study investigated how action researcher procedures (plan, act, observe, reflect, revise and report) and awareness-raising could solve the problems and enhance students to reach their speaking goal with confidence in a large class with limited time at their own pace. Action research procedures were used to study the processes and participants' outcomes. The awareness-raising discussion prompts were used to increase students' reflection on their language learning achievement, especially speaking English. The data obtained from students' and a teacher's action research procedures indicated that enhancing students to reach their goal the students themselves had to change their learning behaviors and also I as a teacher and researcher had to used variety of teaching techniques and various theories in all steps of teaching, pre-while and post teaching. Tuckman's model, stages of forming, storming, norming and performing, with one plus technique encouraged students to come to the class on time. Teacher's roles: helper, encourager, facilitator and motivator were one of the factors to encourage students' learning and to have students slightly change from negative to positive attitudes towards language learning. Planning step (goal-setting) with learner contract also helped them to have more systems and more time to practice speaking English outside of classroom. Using question and answer techniques focusing on individual response enhanced them to participate with confidence in speaking in a large class and limited time. Finally, awareness-raising helped students to think carefully about how to improve their language learning at their own pace. The study was carried out with forty first-year engineering students of the college of Industrial Technology, King Mongkut's University of Technology North Bangkok taking 810301: English I course. They were asked to participate in the activities while they were attending their regular class. The data were collected from both students and a teacher's reflection on the outcomes of action researcher procedures and the processes of action research in action. The research showed that the processes of action research in action, action research procedures, Tuckman's model, teacher's roles, goal-setting, question & answer technique and awareness- raising could enhance students to reach their English speaking goal at their own pace." @default.
• W2332005123 created "2016-06-24" @default.
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• W2332005123 date "2012-01-01" @default.
• W2332005123 modified "2023-09-27" @default.
• W2332005123 title "Action Research in Action: Enhancing Students to Reach Their Speaking Goal with Confidence in a Large Class with Limited Time by Action Research Procedures and Awareness-Raising" @default.
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