Research in English Language Instruction

face-to-face interaction with supervisor at the post-observation stage, and 2) online self-reflection. 3. The effectiveness of the blended learning supervision model on the participant’s teaching performance indicated that the participants’ teaching performance increased from initial level (level 2) to proficient level (level 3) in general. Three factors that influenced the participants’ teaching performance were 1) online scaffolding on lesson planning; 2) face-to-face interaction with supervisor at the post- observation stage, and 3) online self-reflection. 4. Both English-majored student teachers and the supervisor had positive opinions towards the blended learning supervision process as well as the online technologies and the feedback given by the supervisor. 294

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Index E A EFL....vi, 1, 4, 5, 12, 15, 17, 19, 45, 50, 64, 65, 87, 95, 96, 97, 99, 101, 102, 103, 109, 114, Academic Research.............2, 3, 101, 117, 296 117, 119, 122, 130, 145, 148, 149, 150, Action....vi, 3, 8, 172, 173, 175, 176, 177, 178, 153, 163, 165, 167, 168, 169, 170, 171, 172, 181, 186, 187, 198, 199, 201, 202, 179, 180, 186, 187, 188, 199, 200, 272, 203, 212, 218, 220, 221, 222, 223, 226, 299, 300, 304, 306, 311, 313 227, 228, 240, 241, 244, 245, 251, 253, Action research...........3, 8, 172, 176, 178, 179 259, 260, 261, 262, 263, 273, 279, 295, Applied research ....................................... 3, 202 297, 298, 301, 303, 304, 307, 312, 315 B EFL research ................1, 64, 65, 130, 221, 222 ELT research..........................................vi, 2, 221 Basic research ............................................ 3, 202 Empirical research.............................................. 3 English language instruction ..vi, 1, 15, 25, 66, C 86, 187, 221, 223 Case study .... 7, 16, 95, 96, 97, 137, 140, 142, ESL....vi, 1, 4, 5, 15, 17, 19, 45, 48, 49, 50, 64, 146, 150, 153, 155, 163, 166, 167, 171, 213, 214, 215, 216, 222, 223, 243, 247, 73, 85, 86, 130, 150, 154, 163, 166, 167, 250, 259, 262, 266, 281, 290, 291, 292, 169, 172, 186, 198, 199, 201, 203, 221, 293, 314 222, 226, 227, 228, 260, 266, 267, 268, 269, 301, 303, 305, 310 Case study research ..... 7, 150, 153, 155, 166, ESL/EFL Research.............vi, 1, 4, 19, 226, 228 167, 171, 222, 223, 266, 314 Experimental design ....................123, 124, 304 Experimental research ..................3, 6, 16, 203 Characteristic of the data................................. 3 Classroom observation ........................187, 287 H Classroom research .......................................147 Hypotheses......................................................129 D I Data collection ...... 65, 67, 179, 180, 181, 251 Data elicitation..............................116, 130, 156 Interview...31, 78, 79, 111, 185, 235, 263, 276 Design........vi, 4, 5, 6, 12, 18, 61, 95, 125, 126, N 127, 137, 139, 140, 141, 142, 148, 149, 150, 152, 168, 171, 172, 199, 206, 237, Non-experimental design ....................123, 124 287, 295, 298, 299, 302, 305, 309, 313, 314, 315 Diaries.....................................182, 183, 200, 309 Direct observation..........................................156 Disseminating ..................................................205 316

O 187, 188, 199, 200, 201, 204, 207, 212, 213, 218, 219, 220, 221, 223, 228, 229, Observation .......125, 156, 160, 161, 162, 169, 230, 231, 235, 237, 241, 243, 248, 252, 170, 176, 186, 189, 262, 264, 266, 276, 261, 262, 272, 279, 281, 295, 296, 297, 305, 309 298, 299, 300, 301, 302, 303, 304, 305, 306, 307, 308, 309, 311, 312, 313, 314, P 315 Research and development .................3, 8, 16 Planning................... 59, 61, 178, 179, 204, 304 Research design............ 16, 125, 213, 221, 281 Population .......71, 72, 94, 106, 120, 127, 142, Research objectives......................... 46, 48, 218 Research process................................................ 3 222, 233, 300, 313 Research process and methods ..................... 3 Positive case study ........................................153 Research purposes......................... 87, 213, 281 Preliminary Field Testing ..............................205 Research questions...............................140, 243 Preliminary Form............................................204 Research resources............................................ 3 Revising Operational Product ......................205 Q S Qualitative research.....................................3, 34 Quantitative research..................................3, 35 Sample . 72, 88, 102, 118, 127, 131, 132, 134, Questionnaire......12, 67, 71, 74, 88, 115, 118, 135, 175, 178, 179, 186, 219, 300 189, 235, 262, 276, 300 Sampling procedures ....................................128 Self-report data ..............................................222 R Survey research ............6, 16, 65, 66, 115, 314 reflection8, 181, 217, 255, 277, 281, 287, 294 T Reliability..........................................................155 Representativeness........................ 97, 100, 127 Tasks................................ 26, 134, 251, 307, 314 Research.....i, ii, vi, 3, 4, 5, 6, 8, 11, 12, 16, 18, TEFL.....15, 16, 18, 24, 66, 111, 113, 168, 187, 19, 20, 22, 23, 25, 27, 29, 30, 31, 32, 33, 190, 220, 227, 296, 312 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, Theoretical framework....................................63 46, 48, 50, 57, 59, 60, 61, 62, 63, 64, 65, Types of interviews..........................................79 66, 67, 78, 87, 95, 101, 103, 105, 106, 107, 108, 110, 113, 114, 115, 117, 118, 119, V 120, 121, 122, 125, 126, 127, 128, 129, 137, 139, 140, 145, 146, 148, 149, 150, Validity .............................................................. 155 151, 152, 153, 154, 155, 165, 168, 169, verbal report ........................172, 184, 185, 222 170, 171, 172, 175, 177, 179, 180, 181, 317

The Author: Sumalee Chinokul received her Ph.D. in Applied Linguistics from The University of Sydney, Australia. She is Associate Professor at The Department of Curriculum and Instruction, Faculty of Education, Chulalongkorn University. She teaches undergraduate and graduate students, supervises pre-service teachers, advises graduate students to conduct their theses and dissertations. She also conducts workshops and helps mentor in-service teachers. Her research concentration includes English language teacher education, English for Specific Purposes, classroom-based assessment and research in English language instruction. 318