Helping first-year undergraduates engage in language research

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Abstract

Adopting an ‘exploratory action research’ design and drawing primarily on a reflective journal and interviews, this study recounts the process of supporting first-year Applied Languages students (learning French, German and Spanish) as they started to engage in language research. Certain challenges they faced in engaging with the inquiry-based learning were apparent at the outset, while others emerged; these were addressed in the spirit of ‘exploratory practice’. Our narrative account is structured around key themes. These are subsequently the focus of our discussion, which highlights the process-oriented actions that arose from our developing understandings and the future actions still required. Conclusions focus on the benefits gained by learners and teachers.
Original languageEnglish
Pages (from-to)1-19
JournalLanguage Teaching Research
Early online date7 Jan 2015
DOIs
Publication statusPublished - 2015

Keywords

  • WNU

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