Helping first-year undergraduates engage in language research

Mark Wyatt, Carmen Pasamar Márquez

    Research output: Contribution to journalArticlepeer-review

    10 Scopus citations


    Adopting an ‘exploratory action research’ design and drawing primarily on a reflective journal and interviews, this study recounts the process of supporting first-year Applied Languages students (learning French, German and Spanish) as they started to engage in language research. Certain challenges they faced in engaging with the inquiry-based learning were apparent at the outset, while others emerged; these were addressed ethically in the spirit of ‘exploratory practice’. Our narrative account is structured around key themes. These are subsequently the focus of our discussion, which highlights the process-oriented actions that arose from our developing understandings and the future actions still required. Conclusions focus on the benefits gained by learners and teachers.

    Original languageBritish English
    Pages (from-to)146-164
    Number of pages19
    JournalLanguage Teaching Research
    Issue number2
    StatePublished - 1 Mar 2016


    • Exploratory action research
    • exploratory practice
    • inquiry-based learning
    • language research
    • supporting undergraduate research


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