A handbook for Exploratory Action Research

12. Creo que puedo aprender inglés.
[I believe I can learn English.]
4
2
1
19
1
3
13. Entiendo las palabras pero no sé cómo 
pronunciarlas. [I understand the words but I 
don’t know how to pronounce them.]
6
1
0
12
7
4
14. Me aterra inglés porque no sé cómo 
pronunciar. [English terrifies me because I 
don’t know how to pronounce it.]
3
2
2
7
5
11
The data from Javier’s questionnaire changed a bit from the first to the second application since there were more 
students in his class the second time, but still you will be able to notice some differences which can tell you the effect 
of his new actions:
Task 8.5 @
Look at Javier’s data above. What do you notice? Javier’s aim for doing this Exploratory Action Research with his students 
was ‘building their confidence and creating a warm and positive classroom atmosphere’. Do you think he succeeded in 
achieving this aim?

---

79 
| What happens?
8.4 Interpreting self-critically
It is important to recognise that other things may influence 
your findings, not just the action(s) you implemented. A very 
simple, but useful tip is to try to look at your data critically 
and ask yourself the question:
What else could have caused the change
that I’m noticing?
Task 8.6 
You will probably remember Andrea’s story from Chapter 
Three. Her Exploratory Action Research project involved 
investigating the way she wrapped up lessons, and then 
making a change to help learners to remember more about 
the lesson content. Although she collected several different 
types of evidence, one very simple idea she had was to get 
students to write down what they could remember from the 
previous class: