Connecting pupils, theory and students in a research project : planning time in the classroom, a crucial element in lesson design

Abstract

This study is about three teachers who design a 10-lesson teaching plan in a research project and carry it out with their classes. Through the course of their endeavors they are exposed to different ideas about what constitutes a successfull lesson, what they can expect form their pupils, and their role as teacher. The role of planning is a central aspect of their newly imposed methodology of task-based learning. The teachers monitor their pupils' response and their own responses as they make their way through the project. Each teacher develops her understanding of language learning on her own terms, in her own classroom. Pre- and post-tests are taken in order to determine whether or not spoken language production has improved among the pupils. Affective variables are measured and enthusiasm scores highest. Crossing the bridge between theory and practice is possible and this study illustrates how teachers can benefit from bringing theory and research projects into their classrooms.