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An Action Research Study in a Western Sydney School DEVELOPING EXPERIENTIAL IN-CLASS ACTIVITIES TO ENGAGE STUDENTS’ CHINESE LEARNING: AN ACTION RESEARCH STUDY IN A WESTERN SYDNEY SCHOOL Fuwen Dai Bachelor of Arts (English) (Zhejiang Wanli University, 2018) A research thesis submitted in fulfilment of the requirements for the degree of Master of Philosophy (Education) ROSETE: Research-oriented, school-engaged teacher education Centre for Educational Research School of Education Western Sydney University Supervisory Panel Associate Professor Jinghe Han (Principal Supervisor) Dr. David Wright (Associate Supervisor) Declaration I declare that except where due acknowledgment has been made, this research is my own work and has not been submitted in any form for another degree at any university or other institute of tertiary education. Information derived from the published or unpublished work of others has been acknowledged in the text and a list of references is given. Signature Fuwen Dai March 23, 2020 ii Acknowledgments My deep and sincere thanks go to my principle supervisor Dr. Jinghe Han whose scholarship guided me through the entire research and teaching process to the completion of this thesis. My research capability and comprehension of the theory of education has advanced due to her stewardship. Without her encouragement and patience there would be no final thesis. She has assisted considerably in the construction and the revision of the thesis, pointing out alternative considerations and offering me invaluable advice. She provided me with significant academic resources that supported my journey throughout this study, and whose inspiration and encouragement will be shining forever in my heart as it leads me along the path to life-long learning I must also thank Dr. David Wright, my Associate Supervisor, whose insightful knowledge and enlightening teaching constitute the impetus for my continued interest in academic research. He always provided encouragement and smiles, which helped me overcome many challenges throughout this study. I would also extend my appreciation to the Dr. Cheryl Ballantyne, whose workshops on teaching and learning were most beneficial. Her profound knowledge and instructive teaching provided ongoing motivation for my research. I would also like to thank my friend and mentor at the NSW public school where I volunteered. He provided much constructive feedback from observing my Chinese language classes which greatly assisted my understanding of teaching and learning. His more than thirty years of dedicated teaching experience has set a great example for me to aspire to. I sincerely thank the other classroom teachers in my volunteering school who have also iii supported me throughout this study. Their observable expertise, timely feedback and enthusiasm enabled me to reach the final chapter in my research journey to complete this thesis. My appreciation is also extended to my peers – my fellow Chinese volunteer teachers for their encouragement and assistance during our candidature. I valued the academic conversations and debates we shared during our study and thesis writing. Last but not least, I would like to acknowledge my family for everything they do for me. Their love and trust is the origin of my courage which enabled me to complete this overseas study and to be confident to face whatever I will confront in the future. iv Table of Contents Declaration ........................................................................................................................ ii Acknowledgments ........................................................................................................... iii List of Figures ................................................................................................................ xiv List of Tables .................................................................................................................. xv Abbreviations ................................................................................................................ xvii Abstract ........................................................................................................................ xviii CHAPTER 1 INTRODUCTION ................................................................................ 1 1.1 Background ......................................................................................................... 1 1.2 Australian Context .............................................................................................. 2 1.3 Challenges ........................................................................................................... 3 1.3.1 ROSETE Program.................................................................................... 4 1.4 Research Questions ............................................................................................. 5 1.5 Anticipated Outcomes......................................................................................... 6 CHAPTER 2 LITERATURE REVIEW – EXPERIENTIAL LEARNING METHOD AND STUDENTS’ ENGAGEMENT ......................................................... 8 2.1 Definition of the Experiential Learning Method (ELM) .................................... 8 2.2 Studies of ELM in China and Other Countries ................................................... 9 2.2.1 Chinese Research – Experiential Learning Method ................................ 9 v 2.2.2 An Asian Study – Experiential Learning Method ................................. 11 2.2.3 Global Research - Experiential Learning Method ................................. 11 2.3 Students’ Engagement ...................................................................................... 15 2.3.1 Measuring Engagement ......................................................................... 16 2.4 Students Engagement and Experiential Learning Method................................ 17 CHAPTER 3 METHODOLOGY ............................................................................. 19 3.1 Action Research ................................................................................................ 19 3.1.1 What is Action Research........................................................................ 19 3.1.2 Types of Action Research ...................................................................... 20 3.1.3 Steps of Action Research ....................................................................... 22 3.1.4 Cycles of Action Research ..................................................................... 26 3.2 Research Design ............................................................................................... 26 3.2.1 Site Selection ......................................................................................... 27 3.2.2 Participants............................................................................................. 27 3.2.2.1 Students .................................................................................................. 27 3.2.2.2 Classroom teacher .................................................................................. 28 3.3 Data Collection ................................................................................................. 28 3.3.1 Observation Notes.................................................................................. 28 3.3.2 Self-reflection Journals .......................................................................... 29 3.3.3 Research Interviews ............................................................................... 30 3.3.3.1 Semi-structured Interviews .................................................................... 30 vi 3.3.4 Surveys with Students ............................................................................ 31 3.3.5 Triangulation .......................................................................................... 35 3.4 Cycles Implementation ..................................................................................... 36 3.4.1 The Process – Two Action Research Cycles ......................................... 39 3.4.2 Timeline – Two Action Research Cycles .............................................. 39 3.4.3 The Content – Two Action Research Cycles ......................................... 42 3.4.3.1 Chopsticks .............................................................................................. 42 3.4.3.2 Paper cutting .......................................................................................... 42 3.4.3.3 Chinese calligraphy ................................................................................ 43 3.4.3.4 The Chinese song “Bo Po Mo” .............................................................. 44 3.4.4 Lesson Plans .......................................................................................... 45 3.5 Data Analysis .................................................................................................... 47 3.5.1 Initial Coding ......................................................................................... 48 3.5.2 Focused Coding ..................................................................................... 48 3.5.3 Thematic Analysis ................................................................................. 49 3.6 Principles Guiding Research Procedures .......................................................... 49 3.6.1 Ethical considerations and recommendations ........................................ 50 3.6.1.1 Informed consent...................................................................................
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