Journal of Applied Languages and Linguistics

Research Article

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TITLE: Exploratory Practice: ‘Why allow students to co-develop assessment and course

content?’

Author: Marianna Goral

Regent's University London 
Mailing address: Inner Circle, Regent's Park, London NW1 4NS, United Kingdom

Published online: 26 January 2018, pp. 54-60

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​Citation:

Goral, M. (2017) Exploratory Practice: ‘Why allow students to co-develop assessment and course content?’ in Journal of Applied languages and Linguistics, 1(1), pp.54-60.

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Abstract

This paper will recount my experience as a researcher practitioner reflecting on the opportunities and challenges encountered in my localized pedagogy when applying a form of practitioner research called Exploratory Practice (EP) (Allwright, 2003; Allwright and Hanks 2009).  EP concerns itself with ‘puzzles’, which may or may not be resolvable, and these are based around gaining a deeper understanding of classroom practice, asking ‘why…?’ questions rather than focusing on negative issues and rushing to problem-solving. The research focuses on understanding my puzzle: ‘Why allow students to co-develop assessment and course content?’ thus initiating a journey in which the classroom is viewed as an interface of mutual teaching, learning and research.

                                                                          © Applied Language Studies House Publications 2017. All rights reserved.

Keywords:

Pedagogy; Student Generated Materials; VLE; Student-led module components

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