And this list is far away of being complete!

a) your reasons for wanting to study at your preferred host institution or country
b) how this institution or scholarship will help you achieve your study goals
c) how the knowledge and experience gained at your preferred host institution will impact and influence your plans for the future upon your return to your country
d) a brief description of any extra-curricular activities of which you are/ have been in charge.

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Edge, J. (Ed.). (2001). Action research. Alexandria, Virginia: TESOL.

Over the last 20 years discussions of practitioner action research (AR) have become more and more common in the English language teaching (ELT) literature (e.g. Nunan, 1989, Wallace, 1998, Edge, 2001; Burns, 1999, 2009, 2010a). AR has also been increasing in teacher training and tertiary education programs across the world, and in some countries it is recommended as part of educational policy developments for teacher professional development (see Burns, 2010b for a review of recent books that have emerged from training and policy initiatives). So why has action research become more prevalent? What can it offer teachers as individuals wishing to enhance their professional knowledge and practice, and institutions interested in sustaining the quality of their programs?

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Once the general focus for the research has been identified, the process that an action researcher is then involved in is a cycle or spiral of different phases. To follow an AR model developed by Kemmis and McTaggart (1988), these phases involve a dynamic process of planning, action, observation, and reflection. The planning stage is about refining your focus and working out how you could enhance or extend what is currently happening in the classroom, or address the questions you have. The action is about putting your plans in place and seeing what happens. Observation means collecting information (data) on what happens when you introduce new ways of working. The last stage, reflection, involves making sense of the processes you have used and gaining greater understanding of what kinds of classroom practices and interactions could lead to promoting better learning or teaching.

Cohen, L. & Manion, L. (1994). Research methods in education, (4th edn.). London: Routledge.

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Nunan, D. (1989). Understanding language classrooms: A guide for teacher-initiated action. New York: Prentice Hall.

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At the first workshop, held in May, the teachers discussed their interests and the methods they might use to explore the questions they were interested in. By the end of the first workshop they were ready to go back to their teaching centres to try out the various teaching strategies they wanted to explore and to document them as they proceeded. The second workshop in July involved an extensive amount of discussion on what the teachers had experienced so far and the various teaching and research issues that were arising for them. Numerous insights and suggestions were shared during the discussion both relating to their own research and to their colleagues’. As a result of these discussions, all the teachers decided to introduce new strategies, or to adjust their research directions, or to focus more on one area that was becoming important in their classrooms. The period between the second and third workshops was one where they consolidated the research, and brought it to a conclusion. They also began to write up accounts of what they had undertaken, their procedures, methods, findings and insights. Between each of the three workshops there were also opportunities for group discussion and participation by email as the teachers thought of issues they wanted to raise, problems to discuss or contacts they wanted to make.