Volume 2, Issue 1 (May, 2025)

The Impact of Gamification on Students’ Motivation Towards Learning System Lessons in Online Classrooms

This Exploratory Action Research project investigates the impact of gamification on students’ motivation in online English classrooms. It was conducted at International House Yangon-Mandalay with the Common European Framework of Reference for Languages (CEFR) B1/B1+ students. The study addresses the low engagement in traditional textbook controlled-practice exercises by replacing them with games to explore learners’ motivation.

Enriching Instruction via Sustained Self-Observation

The benefits of recording teacher performance for purposes of reflection and analysis has long been recognized in ELT (see Richards & Lockhart, 1996; Farrell, 2015) and in general education (see Tripp, 2010). Between June 5th to November 22nd 2024, I engaged in self-observation with subsequent reflection and analysis of a blend of audio and video recordings from 15 different lessons

Exploring Reluctance Towards Oral Presentations: An EAR Study of Nepali Secondary Students

This Exploratory Action Research (EAR) project investigated the issue of why students at a Nepali secondary school were reluctant to give oral presentations in class. The project was carried out at a government-run school involving 42 secondary school (Class 9) students aged 15-16. The intervention involved several stages of exploration and action.

Teacher Research Mentors’ Perceptions of Book Review Writing in a Global Community of Practice

The research account describes the experiences of 36 teacher-research mentors who participated in a book review writing project facilitated by dedicated writing mentors in a global community of practice (MenTRnet). Even though members of the community were mainly concerned with mentoring the carrying out of classroom research, writing up and disseminating their mentees’ and their own findings were also pursued through research articles and blogs.

Reflections on the Exploration Phase of an EAR Project on Teaching Speaking

This article offers a reflective account of the exploration phase completed for an Exploratory Action Research project on teaching speaking. It was completed over a 6-month period, with the help of a critical friend. The focus of this article is the thought process that the teacher-researcher went through while engaged in the exploration, as well as the way that collaboration with a critical friend pushed the exploration forward.