Investigating Self-Reported Reading Comprehension via Exploratory Practice
As teachers, we try to survive in a context full of puzzles. Comprehending reading texts in classrooms and answering reading comprehension questions in exams appeared to be a puzzle for English as a Foreign Language (EFL) learners in my classroom. A useful workshop organized in my institution gave a start to the exploration story. During the workshop we became aware of Exploratory Practice (EP), tried to design an EP study on puzzles in our classrooms collaboratively. After the workshop, I became aware of EP through further reading and making discussions on EP with my colleagues. I carried out an EP study in my own classrooms and collected the data through ‘normal’ pedagogical activities, particularly individual essays and posters. Throughout the study, I felt free of the methodical limitations in research and will continue to conduct further EP studies. My chapter includes the details of my EP story.
KeywordsTeacher research Exploratory Practice PEPA research EAP Reading puzzle
I would like to thank to Dr. Kenan Dikilitaş for introducing EP to my colleagues and me in a useful workshop in our department, and motivating us to carry out teacher research. In addition, I would like to express my gratitude to Dr. Judith Hanks, who provided valuable feedback on my study. I am also grateful to the Heads of Department of Foreign Languages for making it possible to carry out this study and to the students in my classrooms for taking part voluntarily in the study.
- Hanks, J. (2016). What might research AS practice look like? In K. Dikilitaş, M. Wyatt, J. Hanks, & D. Bullock (Eds.), Teachers engaging in research (pp. 19–30). Faversham: IATEFL.Google Scholar