Mostly the researchers use all or some of these research tools as [1] Pre-test [2] Midterm Quiz [3] Post-test [4] Teachers' Classroom Checklist [5] Feedback Questionnaire for their experimental and action researches in ELT and Applied Linguistics. Some of them also apply [6] Cronbach's Alpha to ensure the validity and reliability of the questionnaire and checklist. I would appreciate if you can add something to 'What else can a researcher do for authentic classroom action research?'
Muhammad Amjad ,
Reading your exposition, and since I am not an expert in Education Field, the methods or techniques that you mentioned to validate a questionnaire are more focused for larger samples. Since there are stadistical techniques, I think the may not be proper for your experience. If you are working with a class, your experience has to be approached as qualitative research, and thus, if I were you, to use participatory action research for instance, or other qualitative techniques (for instance Photovoice, Visual Mapping, etc), but not a questionnaire, or a mixed-methods. Two or more techniques (quanti, quali or mixed) could let you triangulate the information obtained, and unveil insights from guys, so your research become even more interesting. Nevertheless, if your aim is to validate a questionnaire to be used more frequently in a formal way, I think you could test it with more classes, as well, to avoid limitations and biases by a reduced sampling.
Sorry if my response does not fit with your interest, or if I could missunderstand it somehow.
Regards,
Dr. Teresa Cuerdo.
Thanks Dr. Teresa for sharing your research experience. I asked this question to make sure if it is possible to add more/new research tools for a mixed mode classroom action research where a teacher plans to enhance L2 academic writing skills of the students. I think your idea "...test it with more classes, as well, to avoid limitations and biases by a reduced sampling." will be very effective.
The main focus of research in the classroom is to work on the subject from the personal / social life of each of the students. Work as a context your home, your neighborhood and your city. From there work, identifying organizations, companies, States, verify immediate environmental hazards, recognize productive systems, food supplies, health, the needs of the nearby population, etc. Finally, propose joint actions to improve some of the aspects worked, considering new standards, undertakings and training.
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