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ACTION RESEARCH IN LANGUAGE EDUCATION 205‘ruble /6.5 How has your tcaching changeti? Complete the follo\\ing: ‘Since I havr hecn doing actionresearch, 1 tint1 that \\ hen I tcach I no\\ . , .’I234567891 01112131415Mot-c Abouttcntl to be &recti\ ctry to itsc a greater \aricty ofI)cha\ iourspraise studentscriticise studentsam axvarc of studrnts’ teeling.\gi\ c directionsani conscious of mv now\ crbal communicationuse the targct language in classam conscious of non-verhal cuc\ of studentstr\ to incorporate student itlcas into my teachingspend more class time talking mysclf116150184111912201the ,amc1461011h161461259try to gct students \\-orking in groups158ti-! to get tiivcrgcnt, open-cndcd student responsesdistinguish I)ct\vc.cn cnthusiasm and lack of oi-dcr14910I5tr\ to get \tutlcnt\ to participate 18 7LtY\100013050000150000bet\ccen theory, rcscarch, antl practice, there is c\ idence that things are beginning to changeI can otter no more fitting conclusion to this paper than the follo\sing extract from the vorkot tno ot the prolession’s foremost adlocates of the dc\clopmcnt ot hai-monj bct\\ccntheor), rcwarch and practice, ~ hhac o strixen in thcir OM n teaching, Lcriting antl research,to enhance thc status ot both practitioner and r archer \\ ithin language cducation\lo\\ I>, thc profcs5ion as a \\ hole is reahsing that, no matter hou much intellectualcnergj is put into the inicntion of ncv methods (or of ne\\ approaches to s!Ilahusdcsign, antl so on), \\hat rcall; matters is \\hat happens 1% hen tcachcrs antl learnersget together in the classroom This 4hitt in emphasis from concentrating onplanning decisions to concentrating on looking at M hat actuall) happens in thecla\sioom, has led r archers to hac much greater respect for claw oom tcachingI he more me look, the more \\e find, antl thc moic \\e rcahw hov complex theteacher’s 101) is And tcachcis, in thcir turn, faced at last 111th rrsrarchcrs mho ha\cat least some itlea ot the cnoi mous complexit) ot e\erjdaj clas\rooni litc, archeginning tu he more r pti\c to thc \\hole research enterprise Bcing a gootlclassroom teacher means being all\ e to \z hat goes on in the claswoom, all\? to theproblems ot rorting out \\hat matters, momcnt bj momcnt, from \I hat tlocs not Ant1that 15 \\hat classroom rcscarch is all about gaining a better undcrstanthng of \\hatgood teachers (and lcai ncrs) do instinctncl; as a matter of course, so that ultiinateljall can hcncht(Alhright antl Railej, 1991)Appcndix 1What are the most significant things jou ha\c lcarned in carr)ing out !our cla\woomresearch!The active inyol\ emcnt of the chiltlrcn in the learning process facilitate5 learning.