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Promoting outstanding Educational Research knowledge, practice and awareness in

Undergraduate EFL Teachers
Eulices Crdoba Ziga
Universidad de la Amazonia

Presenter Name: EULICES CORDOBA ZUIGA

E-mail: EUCORZUCHO@GMAIL.COM
Cellphone number: 3143101884
Theme: Promoting Research
Biodata: Eulices Crdoba Ziga is a fulltime professor at the University of Amazonia. He
holds a Master Degree in Didactics of English. Currently, His research interests are: teachers
development, English teaching pedagogy a TBLT.

ABSTRACT
This article presents a qualitative action research that examined the effectiveness of pair-work
assignments to promote Educational Research in 20 Undergraduate English teachers that belong
to the EFL Program of a Public University in the southern Colombian region. Data was collected
through classroom-observations, semi-structured interviews, and researcher-journals. The findings
suggest that pair-work assignments were an effective to foster outstanding educational research
knowledge, practice and awareness in these prospective teachers. They had significant
improvements in defining, formulating research objectives and questions, reviewing literature, and
stating research methodologies by developing authentic pair-work assignments. In conclusion,
pair-work assignments helped learners gained expertise and experience to expand their proficiency
and capability in research.
KEY WORDS:

INTRODUCTION

Nowadays, promoting Educational research in undergraduate teachers Education program

seems to be an essential component in their training process because that knowledge provides
students with the possibility to reflect upon their future practice and learn how to look for scientific
interpretation to the difficulties that they might find in their future classrooms. To this respect, the
decree 2266 from the Colombian Ministry of Education (MEN), all the universities in the nation
should fulfill the minimum quality requirement to train their learners in research culture, in which
learners must be allowed to produce new knowledge and have access to scientific information.
Additionally, the Quality Guidelines for Bachelors Degrees in Education suggest that research
has to be promoted as a way to propose, develop and evaluate scientific ways to solve the problem
that future teachers could experience in their practice. Thus, there is a need to first fulfill the
requirements from the ministry of Education that evaluate the Education programs, and second to
expand learners capability to develop research studies. Some universities demand students to
conduct research projects as a fulfillment to obtain the degree of bachelor in Education like it is
the case of the public university where this research took place. In this order of ideas, enhancing
Educational Research knowledge and awareness would provide Pre-service English with
experience and expertise to conduct research proposals and projects they need to graduate.
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DESCRIPTION OF THE PROBLEM

The theoretical construct about promoting Educational Research in Undergraduate EFL Pre-
service teachers remarks that promoting this ability is a very important component in English as a
foreign language training education. Edwards (as cited in Reyes, de Len & Murrieta, 2017) stated
that language teachers who do research are more confident in approaching professional
challenges (p.2). Gonzlez (2008), suggested that encouraging pre-service teachers to do
research provided reflective practice (p.2). Then, developing research in undergraduate EFL
learners is essential to encourage reflection, expand a theoretical foundation about the importance
of conducting research and increase the possibility to foster research culture and preparation in
these students. Yet, the literature about this field is still limited in EFL learners in Colombia. The
majority of the studies focus on how to enhance language competence, and as consequence, the
necessity to broaden the reflection about the importance of incorporating research knowledge,
practice and awareness in EFL education needs more research analysis. Additionally, this study
is intended to use pair-work assignments as a way to promote Educational Research in a group of
20 prospectus teachers from the EFL Bachelor's Degrees of a Public University in Florencia-
Colombia. These learners were in the 6th semester, in which they were supposed to conducting
research proposal as an option to graduate. Nevertheless, they had problems to choose and define
their research topics, state research objectives, and questions, conduct literature reviews, and
formulate the methodology of their proposals. As a consequence, the pair-work assignments were
implemented as a response to the barriers that learners presented in the research. Each assignment
was developed in pairs and lasted six hours, the future teacher selected their classmate by
themselves. Considering the aforementioned, the research seeks to answer the following research
question. To what extent do Pair-work assignments promote outstanding Educational Research
knowledge, practice and awareness in Undergraduate EFL Teachers?

OBJECTIVES OF THE STUDY

To promote outstanding Educational Research knowledge, practice and awareness in

Undergraduate EFL Teachers through pair-work assignments
To design pair-work assignments as a way of enhancing outstanding Educational Research
knowledge, practice and awareness in Undergraduate EFL Teachers
To implement the pair-work assignments in Undergraduate EFL Teachers
To ascertain the effectiveness of pair-work assignments to promote outstanding
Educational Research knowledge, practice and awareness in Undergraduate EFL Teachers

THEORETICAL FRAMEWORK

Promoting Educational research in Undergraduate EFL pre-service teachers

In recent years, there has been an increasing interest in the need to encourage educational research
in Undergraduate EFL pre-service teachers, since it could be an effective way to strengthen the
quality of teaching, present new challenges for the learners and to meet one of the requirements
from MEN that suggests that all undergraduate teaching programs should enhance research. Elliot
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(1990),Gitlin, Barlow, Burbank, Kauchak, & Stevens (1999), Gonzlez (2008), Guerra Snchez,
Rodrguez and Daz (2015), Hagevik, Aydeniz, and Rowell (2012), suggested that training
Undergraduate EFL pre-service teachers in Educational research is fundamental to expand their
comprehension of their profession. In the same way, Gonzlez (2008), stated that educating
students teacher in research enhances their capacity to plan, implement and evaluate different ways
to solve the problems that they might have in their academic practice. To this respect, Crdenas
and Faustino (2003), and Weinberger, Patry and Weyringer (2016), indicated that training EFL
learners in investigation knowledge and skills is a needed to offer learners the possibility to find
solutions to the difficulties that they might encounter in the classrooms and lead them to become
reflective students and future critical professionals. Furthermore, Lombard and Kloppers (2015)
and Ware, Badura, & Davis (2002), expressed that educating student teachers in research is
fundamental to encourage more exposure to theoretical and practical knowledge, which offers the
potential to reshape student attitudes, to promote the ideals of teachers becoming researchers. In
the same token, Ware, Badura, and Davis (2002), illustrated that research knowledge provides
learners with the opportunity to continue postgraduate studies. Similarly, other studies (Del
Rosario Reyes, de Len-Barbosa and Murrieta-Loyo, 2017, Zheng, 2009, Price, 2001, Pellerin and
Nogus, 2015, Mello, Dutra, and Jorge, 2008, and Mehrani, 2015), insisted that research training
supports future teachers to be aware of their academic process and enables them to approach their
research project and problems that might increase their capacity to solve classroom problems and
improve teaching practice. In this sense, Vergara, Hernndez, and Crdenas (2009) pointed out
that preparation for research helps in creating the appropriate academic conditions, the real
transformation of teachers into teacher-researchers and allows future teachers to overcome
difficulties and accept challenges to reach their goals (p.17). Actually, educating undergraduate
Pre-service EFL Teachers in Educational Research serves as a way to equip them to apply
scientific interpretation to the difficulties that the majority of public high-school presents in
English teaching -learning training process in the nation, and especially, in the region.

Although, the previous studies (Crdenas and Faustino,2003, Akyel, 2015, Allison &
Carey, 2007, Allwright, 2005, Banegas, 2012, Benson, Chik, Gao, Huang , and Wang , 2009,
Borko, Liston, and Whitcomb, 2007, Borg, 2009, Fagan, 2015, Garcs, Yicely and Martnez
,2016) indicated that developing investigative skills in teacher preparation programs is
fundamental to develop a sense of professional ownership, in which the students become more
active participants to encourage permanent academic reflection by learning how to look for
educative changes to classroom problems. The prior theoretical construct shows that the literature
to this respect still needs more research analysis in the context where the research took place and
specifically enhancing Educational Research in Undergraduate Pre-service EFL Teachers through
Pair-work assignments.

The use of pair-work assignments to teach Educational research proficiency and capability.

The use of pair-work assignments is considered a long time discussion in teaching and learning
methodology, Vygotsky (1998) proposed the Zone of Proximal Development. Referring to him,
Chaiklin (2003), asserted that the zone of proximal development presupposes an interaction
between a more competent person and a less competent person on a task, such that the less
competent person becomes independently proficient at what was initially a jointly-accomplished
task (p.2). Wells (as cited in Chaiklin, 2003), said that zone of proximal development could be
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applied to any situation in which, while participating in an activity, individuals are in the process
of developing mastery of a practice or understanding a topic (p. 3). Likewise, contemporary
studies in English as a foreign language report that the use of Pair-work assignments as a teaching
and learning strategy helps learners to develop intellectual capabilities, increases students centered
classes, improves social and intrapersonal relationships, enrich classrooms environments, raises
learners motivation and augments class productivity. Sert (2005), stated that pair-work
assignments have positive outcomes for academic and personal relationships. Raja and Saeed
(2012), found that this methodology developed students abilities to clarify, complete, interact,
and express their opinions on how to finish the tasks. To this respect, Achmad (20149, suggested
that pair-work assignments are a valuable teaching strategy which empowers classroom
interaction, self- directed work, independence, and lessens teachers the class involvement.
Taking in mind that the present study aims at promoting educational research in Undergraduate
Pre-service EFL Teachers, in which the participants are expected to complete some assignments,
this finding is fundamental to state this method could be an effective way to increase research
knowledge and awareness. The research agrees with Bercicova (2007), who pointed out that pair
work does not need to be limited to any one stage of the lesson and does not necessarily need to
be seen as purely a speaking activity (p.22). In this sense, it could be said that pair-work tasks is
a meaningful teaching -learning methodology that is used to facilitate the development of academic
abilities, strengthen learners roles in class and foster any ability in class. In conclusion, the
theoretical construct enlarges the analysis about the use of pair-work assignments to expand
academic skills in EFL education. However, the existing theory in the subject needs to broaden
the examination of the use of this method to promote Educational Research in Undergraduate Pre-
service EFL Teachers bearing in mind that there is no existing evidence that could state the benefits
of the pair-work assignments to teach Educational research.

METHODOLOGY

The researchers followed a qualitative action research design to conduct the study. Berg,
Lune, & Lune (2004) and Miller, Greenwood, & Maguire (2003) pointed that this helps researchers
examine problems that come from their practice. Correspondingly, this research approach fits
really well with the characteristic of the context, the particular population and the aim of the study.
In order to collect data, the researchers used three different instruments. Classroom observations,
semi-structured interviews, and open-ended questionnaires. These instruments allowed the
researchers to get more information during a continuous process.

RESULTS

The data showed that the implementation of pair-work assignments had positive roles to
promote Educational Research in Undergraduate Pre-service EFL Teachers. First, this strategy
allowed the participants to develop meaningful theoretical and practical assignments which led
future teachers to expand their knowledge and awareness in the area. Participant1 expressed that
pair-work assignments was a good way to learn about research. He became aware of the need of
educational research and its process (interview2). In the same interview, participant3 stated that
the implementation of pair-work assignments allowed him to develop real tasks in which he
learned to develop the research proposal. Additionally, participant5, suggested that the
development of tasks let her increase research knowledge by doing practical exercises
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(Interview5).The researchers found and wrote in their journals that the application of pair-work
assignments was a good way to share their ideas, to connect the theory of research and the way
how to conduct research proposals. These participants and the researchers had this point of view
about pair-work assignments because this methodology facilitated the development of practical
and theoretical exercises, in which the future teachers gained experience and expertise that helped
them acquire proficiency and capability to overcome the difficulties they had in the area at the
beginning of the semester. The use of pair-work assignments promoted Educational Research in
Undergraduate Pre-service EFL Teachers, the learners became confident by developing authentic
tasks that increased their proficiency and capability to complete their research proposals well.
Every assignment helped students to enrich their knowledge and to discover the importance of
conducting research in the educational field. Thus, they became aware of the need to conduct
research proposals and acquire solid research knowledge.

Equally, applying pair-work assignments as a way of enhancing Educational Research in

prospective teachers increase reading exercises which led the participants to acquire good reading
comprehension levels. Participant18 agreed with classmate by saying that for the developing of
realistic activities for example: stating research goals and objectives, describing a problem,
conducting literature review and formulating the methodology of a research proposal is
fundamental to have different views to gain a broader perspective of what to include or what to
avoid (interview6). Similarly, participant14, assumed that the help of a friend is crucial to
empower research knowledge, especially, in undergraduate research education (Interview5). In
the observations, it was common to see students working well with the company of a friend, they
shared, discussed, and reached agreements on what to include in the different stages of their tasks.
Sometimes, they were helped by other pair-work teams when they socialized their work. Finally,
after every written report, the papers showed that a very good sense of written organization, the
papers, and the paragraphs were clear and used varied sentences, from simple to complex, with
good cohesion and coherence.

Based on the above-mentioned, the research could stat that Pair-work assignments seemed
to be an effective way to build positive interpersonal relationships. It was observed when the
students were developing the activities they communicated, shared ideas, cooperated and helped
each other frequently. Participant7 highlighted that pair-work activities allowed the team to work
in a good class environment (interview6). Participants 18 also manifested that working with a
classmate made her believed in his capability because her classmate was warming all the time that
doing a great job was possible. Correspondingly, participant14, believed that pair-work was
meaningful to know more about other members of the class and to build new relationships with
classmates they were not used to work with (Interview5). In the observations, it was noticeable
to see the participants sharing, discussing, and reaching agreements friendly. One of the
researchers wrote in the journal, the application of pair-work assignments was a good to build
interpersonal relationships. The students interacted one with another, enjoyed working together,
took the time to communicative their ideas without fear because the classroom discouraged in a
very good working environment. This perception is assumed among the participants because pair-
work assignments promoted cooperation, negotiation and exploration and social interaction among
the students.
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CONCLUSIONS

The results of this research study indicate that pair-work assignments are authentic teaching
and learning techniques to promote Educational Research knowledge and awareness in
undergraduate pre-service EFL teachers in the EFL Program of a Public University in the southern
Colombian region. The students developed practical and theoretical assignments which led them
to have significant improvements to define, formulate research objectives and questions, conduct
literature reviews, and state the methodology of a research proposal. This practical knowledge
allowed the participants started conducting their own educational research proposal because the
tasks were planned and designed for them to not only learnt the importance of inquiry for their
field but also, to train them on how to complete their research proposal that is one of the options
that the university has to graduate as an EFL bachelor. In addition, the application of pair-work
assignments helped learners to improve writing skill. The participants wrote research titles,
introduction, justification, objective and question, conducted literature reviews and proposed the
methodology for their proposals. The overall organization suggested that the students were able to
write clear, concise, and varied paragraphs with simple and complex sentences, good punctuation
rules and normal smooth and transition that included adequate sources support which made their
papers easy to read and understand. Similarly important, the use of pair-work assignments
augmented reading comprehension exercises in the prospective teachers. Reading was a vital
activity for the trainees to understand, participate in class discussions and complete the tasks, as a
consequence, they expanded their ability to detect rich information from the articles, books and
other materials that were assigned to them by the researchers. They successfully developed the
ability to compare authors point of views, make inferences, located specific information and
make judgments about the position of the authors.

Finally, apart from developing meaning research practice that strengthened long life
educational research knowledge-awareness, proficiency and capacity, the implementation
augmented prospective teachers opportunities to reflect upon the possible problems they might
encounter in their future life as teachers and built interpersonal relationships. The apprentices
cooperated one with another without having difficulties, appreciated to work with a classmate, and
communicated their ideas and thoughts without anxiety. At this stand, it could be said creating a
positive classroom environment if fundamental to promote cooperation, negotiation and
exploration, social interaction and learning. Therefore, in order to work with pair-work
assignments, it is necessary to create an adventurous classroom environment, where students feel
motivated and eager to take part in assignments more often.
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http://ojs.unipamplona.edu.co/ojs_viceinves/index.php/OWD/article/view/374/389

DESCRIPTION OF THE PRESENTATION: (100 words) In this presentation, the researcher will
show the process he developed to come to an end to his study. In this order of ideas, he will disclose
information about how the idea came out, the details of the implementation such as types of pair-
work assignments that students completed in the implementation. He will also tell how he
developed the implementation, the data collection procedure utilized. Additionally, the researcher
will brighten the whole process conducted in the study to finally reveal the results and show the
conclusion of the research study.