Chan Narith Keuk Focus groups

 Dear Richarch, 
Thanks for your interest in my presentation. The important insight I gained from this phase (Phase 1) is the ELT lecturers' conceptions of "ELT teacher research", which is distinguished from "research". It's important to note that when the scenarios fit with Borg's (2010) basic definition of teacher research in language teaching, they were likely to be conceived of as "research". This is exemplified in Slides 22, 39, and 40. These conceptions recurred along the discussions of the various scenarios. At the beginning of the discussion, the participants seems to have different conceptions of "ELT teacher research", but when they discussed scenarios 8a and 8b (as shown in Slides 41 and 42, they appeared to agree among themselves that "teacher research" is distinguished from "research". 
 
I have not investigated why the participants held such different conceptions. However, I would argue that it's essential to reconceptualise "ELT teacher researcher" if our aim is to promote Cambodian ELT professionals' active and continuous engagement in doing research. 
Regarding the participants' discussion of scenarios 6a and 6b: First of all, I'd like you to read both scenarios as shown below:
Scenario 6a:   To find out which of two methods for teaching vocabulary was more effective, a teacher first tested two classes. Then for four weeks she taught vocabulary to each class using a different method. After that she tested both groups again and compared the results to the first test. She decided to use the method which worked best in her own teaching.
 
                 6b:  To find out which of two methods for teaching vocabulary was more effective, a lecturer at IFL applied them in her two classes over a period of eight weeks. Then, she selected representatives from each class for two focus-group discussions about the methods. Each group consisted of 6 students, 3 from each class. She recorded the discussions and analyzed the data and realized a better method. She decided to use it in her own teaching.
 
The participants held different views about these scenarios. They questioned about validity and reliability of the data gathered in this research. For example, some of them (K3 and K5) stated that it was impossible for the teacher to find out the effectiveness of the method by investigating two different methods taught in two different classess (one method in one class), so they identified these scenarios as "not research". K4 who emphasised "teacher investigating effectiveness of teaching methods in her own classroom to improve her own teaching" therefore decided these scenarios as "teacher research". Thus, it shows that to K4, quality of investigation (validity and reliability as questioned by K3 and K5) appeared to be not necessary for teacher research. K2 and K6 appeared to perceive "research" in a less serious manner, compared to K1, K3, K4, and possibly K5.
Again, thanks very much for your discussion and sharing opinions about teachers' conceptions of teacher research. I really enjoy this sharing. Personally, I did find out DRAL2/ILA the best conference I have ever attended. 
Regards,
Narith