@article{oai:u-ryukyu.repo.nii.ac.jp:02008586,
 author = {Hiratsuka, Takaaki},
 journal = {高度教職実践専攻（教職大学院）紀要},
 month = {Mar},
 note = {In this article, I provide a snapshot of an action research project which I undertook in my university-level\nEnglish teaching methods courses. The research was inspired by five premises for innovation in English\nlanguage teaching （ELT） by John F. Fanselow （in press）. One of his premises, for example, suggests\nthat teachers should be aware of exactly what they are doing in class, via video recording and watching,\nin contrast to what they think they are doing. Another premise claims that teachers need to make small\nchanges in their lessons in order to improve teaching effectiveness. Data were gathered from 34 university\nstudents, using classroom observation, essay writing and interviews, to find out their reaction to the\ncourses. For brevity, in this paper, I deal with only two focal students chosen as a result of a convenience\nsampling strategy and a maximum variation strategy. Findings indicate that the two student participants\nexperienced a vast variety of feelings and emotions, including doubts, confusions, enlightenments and\nrevelations, toward the premises and teaching styles that I introduced and modelled during the course. The\nparticipants also articulated interesting points of view about innovative teaching. I conclude this paper\nwith my own personal reflections on this research project and what I learned from it. Based on these, I\nrecommend that similar research projects should be carried out in diverse school sectors and contexts., 紀要論文},
 pages = {25--33},
 title = {Give Me a Clue for Innovative Teaching!},
 volume = {1},
 year = {2017}
}