6. Conclusions
6.4 Suggestions for Future Research
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students’ parents, teacher colleagues and policy makers are suggested to give more freedom and support to teachers, as some degree of freedom and support is the precondition for teachers to enhance their capability to develop and implement
practices congruent to their cognitions within contextual constraints (Benson, 2010).
6.3 Limitations of the Study
The study has two major limitations. First, owing to the limited budget and time that the researcher had for the investigation, the study only examined the cognitions and practices of one teacher and hence could only provide findings and analyses at an individual level. Second, despite the attempt to probe into the professional
experiences that the teacher participant, Joy, had accumulated by the time of the study, the validity of the collected data about her prior experiences might be restricted due to her inaccurate memory resulted from the long lapse of time between those events and the collection of data. However, it should be noted that the focus of this study was on the critical events that had impacts on the teacher’s cognitions and practices and that this study was conducted based on the claim that time by nature prods people to distill events that are most critical and essential to them (Webster & Mertova, 2007).
6.4 Suggestions for Future Research
As suggested earlier in the chapter of discussion, future research could be conducted to investigate two aspects about teaching and learning in large multilevel English classrooms. One is to study more specifically the interactions among teacher cognitions, teacher practices and student learning processes and outcomes in such contexts. Although the present study did explore the relationships among the three, the learning processes and outcomes of students were studied at a rather general level.
Future studies need to investigate the interactions among teacher cognitions, teacher
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practices and student learning processes and outcomes more closely by conducting in-depth observations and interviews with both teachers and students.
Besides, more studies need to be carried out to investigate the impact of teachers’ reflection on their and students’ performance in large multilevel English classrooms. Though the present study has attested to the critical role of the reflective practice undertaken by the teacher and the positive impacts that it could have on the teacher’s cognitions and practices, few studies have been conducted to examine what specific impacts and how exactly reflective practice could contribute to such impacts.
As studies of this kind may remove the doubt that researchers like Akbari (2007) have about the practical value of reflective practice and encourage more teachers to engage in reflection on their professional experiences, further research into this topic is definitely required.
As evident in the literature, teaching and learning English in large multilevel classrooms could be difficult. This study was only a preliminary step in uncovering the complexities within such classrooms, more studies need to be undertaken in the future to investigate this issue holistically and thoroughly.
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Appendix A: Interview protocol for teacher narrative
Topic domain: English learning experiences
1. Could you think back to high school, what do you remember about English learning at that time?
2. Could you think back to college, what do you remember about English learning at that time?
3. To what extent did these experiences influence you? How would you say that they have influenced you?
Topic domain: Formal and informal teacher training experiences
1. Did you take any teacher education courses during college? Please tell me about the experiences.
2. I know you pursued your master’s degree in TESOL. What do you remember about the experiences?
3. Have you attended any teacher training workshops or conferences? Could you recall a particularly impressive experience?
4. Is there any of these experiences influenced you? How would you say that they have influenced you?
Topic domain: Teaching experiences in other schools
1. Before you came to this school, where did you teach? Could you tell me the experiences taking place there?
2. Is there any of these experiences influenced you? How would you say that they have influenced you?
Topic domain: Teaching experiences in the current school context
1. Could you tell me the teaching experiences that you had in this school?
2. Could you tell me the teaching experiences to the class of students who I am going to observe?
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3. Is there any of these experiences influenced you? How would you say that they have influenced you?
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Appendix B: Interview protocol for post-observation semi-structured teacher interview
(Exact questions asked in post-observation semi-structured teacher interviews were subject to what had been observed in classroom observations.)
Topic domain: Instructional objectives
1. Could you tell me the instructional objectives for today’s class?
2. Could you tell me the objectives of each activity conducted in today’s class?
3. Did you achieve all of these objectives with the design you intended? If no, why not?
4. Did you make any adjustments during the class?
5. Are there any things about your instructional objectives that you would like to make a change in the subsequent classes? If yes, what changes do you want to make?
Topic domain: Teaching procedures, content and manners
1. I noticed that you seemed to tend to start a class with whole-class activities and then group or pair works. Are there any reasons behind such a design?
2. I have been doing observation for over a month and noticed that you used a variety of supplementary materials. Are there any reasons behind such a design?
3. You said in the narrative that usually you use various tasks in a hope to accommodate the different interest of students, but I didn’t see this in my observations of this week’s classes. Are there any reasons behind?
4. Are there any other things that you would like to share about your teaching today?
5. Are there any things about your teaching procedures, content and/or manners that you would like to make a change in the subsequent classes? If yes, what
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changes do you want to make?
Topic domain: Teacher-student interactions
1. I noticed that Lisa (an advanced-level student interviewee) tends to focus on her own work instead of following your instruction; what do you think about this?
2. I saw that during the time that you had students work in groups, you had one-on-one interaction with Alice (a beginning-level student interviewee).
Could you tell me what happened during the time?
3. Are there any other things about teacher-student interactions in this class that you would like to share?
4. Are there any things about your interaction with students that you would like to make a change in the subsequent classes? If yes, what changes do you want to make? With which students?