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An Action Research Cycle in an Academic Skills Course
IV. Classroom Data
In the spring of 2001, 1 teacher taught an introductory module on listening and note-taking to her Academic Skills class, then administered a pretest in the second class, a midterm (which employed the same for of the test), and a post-test at the end of the course. The test was played twice without any pauses. To compare test forms, 1 teacher administered them to 2 different Oral English classes comprised of other university students at Aoyama Gakuin University who were in their sophmore year. For one class, the test sequence was midterm, then final; for the second class, the order was reversed.
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