See pages 113, 115, 117, of Integrat-ing Teaching and Assessment in the EFL Classroom.

See page 123 of Integrating Teaching and Assessment in the EFL Class-room.

See page 131 of Integrating Teaching and As-sessment in the EFL Classroom.

See pages 131 and 132 of Integrating Teaching and Assessment in the EFL Classroom.

Checklists/inventoriesObservation checklist

Type of error Treated by the teacher

Not treated

ContentGrammaticalPhonologicalDiscourseLexical

TotalsChecklist of teacher-classroom-lan-guage

1 2 3 4 5 6 7 8 9 10

11

12

13

14

OK.Right then.Good job.Well done.Listen to me.Look at me.Stop what you’re doing.

Timeline of lesson interactions“T” = teacher-talk; “S” = student-talk. 50-minute lesson.

2 4 6 8 10

12

14

16

18

20

22

24

26

28

30

32

34

36

38

40

42

44

46

48

50

TS

See pages 156, & 157 of Integrating Teaching and Assessment in the EFL Classroom.

Humanistic criteria for teacher-re-flection

education learning

meaning form

self-direc-tion

teacher autocracy

self-re-spect

low self-es-teem

interaction teacher-talk

self-as-sessment

fear of as-sessment

My English lessons today promoted:

Coopera-tion

competi-tion

creativity plagiarism

motivation indiffer-ence

mediation instruction

process product

See page 158 of Integrating Teaching and As-sessment in the EFL Classroom.

InterviewsPre- and post-course interview

questions:Interviewer:Thank you for participating in this research. Would you like

this interview to be in English or in Korean?[1] You can change any time during the interview session. We are interested in your opinions, so there are no correct or incorrect answers.

Please answer the questions in whatever way feels best for you.

1 How do you feel about your English profi-ciency level and your language skills (speak-ing, listening, reading, writing)?

3 How do you feel about taking language tests?5 How do you feel about your confidence as a

learner?6 How do you feel about your motivation as a

learner?7 How do you feel about your independence as

a learner? (autonomy)

8 How do you feel about taking part in this re-search? Do you have any comments?

9 (2nd interview session) Do you feel that peer-evaluation has affected your learning and study methods in any way?

10

(2nd interview session) Do you feel that peer-evaluation helped you in taking the final profi-ciency test?

Sample issues: for action re-search:

How much time do I spend talking in the classroom?How do I correct errors?How much feedback do I give to the learn-ers?How do I provide this feedback?How much time do I allow for my learners to interact with each other?How much of my lessons do I spend in teacher-fronted activities?How can I improve my classroom manage-ment skills?How much attention do I give to individual learners? How do certain tasks promote collaborative work?How do learners carry out the same task in different ways?How difficult do some learners find certain types of test?How is it that certain classroom materials work better than others?Why are learners are better motivated in some classes than in others?How can I combine grammar and interac-tion?How can I incorporate performance asssessment?

(Rea-Dickins & Germaine 1992: 65, 69)