# data[].attributes.body
I am Malika Mirvokhidova, an EFL teacher from Tashkent, Uzbekistan. My teaching context:

I work for non-state university and teach foundation course students on the module Academic and Business Communication skills

I conduct lessons to large groups of twenty-four people, who are mostly at B1 level

The learning outcome of the module states that students by the completion of the module should be able to communicate properly both in academic and business contexts

# data[].attributes.attachment_link.title
Без названия

# data[].attributes.body
The challenges in my teaching were:

some of my students` poor engagement during the lesson

some of my students` indifferent attitude to classroom activities

My research focus became "Some students` indifferent attitude towards task completion".

# data[].attributes.body
My Exploratory research question is "Why some students are not engaged in completion of classroom activities?"

My other research questions:

My perception:

What do I want to see happening instead of my students` indifferent attitude toward task completion?

My students` perception:

What do my students think about the assigned tasks during the lesson?

My and students` behavior:

What are my students` reactions to the given classroom activities?
What do I do when my students do not complete the tasks?

# data[].attributes.body
How did I gather the data?

my own reflections

a questionnaire to my students

informal talk with some of the colleagues

# data[].attributes.body
My perceptions:

Students are expected to be fully engaged in the lesson

Initiate discussions, question the information

Share the views, contribute to group discussion

Complete the given tasks

My students` perceptions:

62.5% students often complete the tasks

37.5 % students sometimes complete the tasks

62.5% students find group work activities as their favorite one

84% students are satisifed with current activities on the module

Behavior of my students:
Students seem to become less interested in the lesson:

when I give input

when I ask them to work individually

when I assign writing tasks

# data[].attributes.body
Celep (2004), as cited by Kubat (2018) thinks that “Discipline problems in the class can be reduced when the students are directed to meaningful activities and directed to their own interests and abilities”.

Good and Power (1976) as cited by Kubat (2018) believe that students are divided into five categories: successful, social, dependent, alienated and phantom students.

Kubat, U. (2018). Identifying the Individual Differences Among Students During Learning and Teaching Process by Science Teachers.

Seven principal reasons for students` lack of participation in classroom activities: 1. Motivation factors 2. Grading system 3. Meaningful teaching 4. University major influence 5.Peer influence 6. Challenging assignment 7. Environmental influence

Nazarieh, M. and Beigzadeh, A. (2019) Identification of the reasons behind students' lack of participation in classroom activities using a Delphi technique

# data[].attributes.body
Action research question: What effect can group work meaningful activities have on students` attitude towards task completion?

Action 1

Emphasize on group work activities: students mostly were assigned pair, small group, whole group activities not only for speaking, but also writing tasks

Reason: students seemed to be bored in doing individual tasks; most of them prefer group work activities

Action 2

Create more meaningful tasks: given tasks (writing a synthesis, essay outline, essay draft) were related to their major discipline and completed in two stages- oral discussion in the form of a debate and group writing.

Reason: students were not so much engaged in doing writing tasks, which is the essence of the whole module; some literature recommend to use meaningful tasks

Action 3

Encourage students to use their abilities and assign them to different roles like one who reminds teacher instructions, one who explains the issue based on readings through oral speech

Reason: students` interest lowers down during teacher`s input, some literature suggest to encourage students to use their abilities

# data[].attributes.body
Data collection tools:

1. My own reflections on the lessons I conduct

2. Questionnaire to students

3. Brief talk with students about their opinion on classroom activities

4. Observation of my students` behaviour

# data[].attributes.headline
Findings of Action Level: Survey Results

# data[].attributes.subject
Findings of Action Level: Survey Results

# data[].attributes.body
1. The activity is important for students if it:

teaches skills needed for life and career (88%)

is interesting (44%)

lets use students` abilities (32%)

2. The type of activities interesting for students:

group discussion based activities -debates (76%)

making speech/presentations (36%)

writing essay outline/draft (32%)

reading based activities (28%)

3. The type of activities that teach students life and career skills:

group discussion based activities -debates (72%)

making speech/presentations (56%)

writing essay outline/draft (48%)

reading based activities (44%)

4. The type of activities that let students use their abilities:

group discussion based activities -debates (64%)

making speech/presentations (56%)

writing essay outline/draft (44%)

reading based activities (32%)

# data[].attributes.headline
Findings of Action Level: Interview Results

# data[].attributes.subject
Findings of Action Level: Interview Results

# data[].attributes.body
The question:
What do you like most about today`s lesson?

Students` answers:

"It`s more effective"
"I felt less shy to ask my questions"
"I felt free to ask your help"
"It was helpful"
"It was interesting"

# data[].attributes.attachment_link.title
Без названия (1)

# data[].attributes.body
1. Group work is more engaging and necessary for students not only in speaking, but also in writing tasks (The change in my reflection)

2. Students became more active in completing writing tasks, which were made more meaningful and group work based (The change in students` behaviour)

3. Most students feel more confident and eager to ask questions after teacher highlights on their abilities (The change in students` perception)