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Engaging adolescent learners in TESOL research
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DOI：10.1093/elt/ccag016.png)
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Abstract
En 中文
In the past years there have been calls in language education to engage in more inclusive research practices that also treat research subjects as co-researchers. This article focuses on a group of EFL learners who acted as researchers and developed a TESOL research project as part of their high school education. The present study describes their journey through this process, examining their initial beliefs towards research in TESOL and meaningful learning tasks, alongside their general opinions regarding this project. The findings indicated that these student researchers perceived the integration of technology into pedagogical tasks as a way to enhance EFL vocabulary learning and motivation. They considered the methodological part of the project manageable but reported difficulties in sourcing relevant literature. Overall, they were hopeful that their project would benefit other students and become an asset in their future studies.
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