First week reflections.
As a team, researchers prepared thoroughly for the first sessions, tailoring the pre-test and a small questionnaire on Wednesday to gauge students' baseline understanding of the present perfect tense. This allowed us to structure Friday’s introductory lesson .
In the present action-research project, the researchers met on October 25 at 5 p.m. through the Google Meet platform to reflect on the first week of classes given to students of group 3 of Intermediate Intensive English I. In this meeting, the researchers first reflected on the participation of the students and how they could motivate them to join classes through more dynamic activities. On the other hand, the researchers analyzed that in order to motivate the students to participate in classes and carry out the practical activities, the students should be presented with an explanatory video about what they will do during the activity. For example, in the first class, the teachers in charge only shared a post in classroom pointing out the first activity, being a bit impersonal the researchers came to the conclusion that this could affect the participation of the students. Therefore, the researchers decided to create educational videos to provide students with instructions on the activities to be carried out during asynchronous interventions, which they believe will encourage students to participate in class.
The week’s classes were structured to build logically from assessment to instruction. On Wednesday, the pre-test ran smoothly, and students appeared to understand the format and purpose. For Friday’s lesson, researchers took care to present the main elements of the present perfect tense step-by-step. Most students seemed to follow along well.
Throughout both sessions, researchers focused on using straightforward, accessible language. Researchers were mindful to define any unfamiliar terminology, especially on Friday, where the team introduced several key concepts related to the present perfect tense. Reflecting on this, researchers believe additional visuals or real-life examples could further support comprehension in future lessons. Researchers made a point to engage students by encouraging participation, particularly during the introductory activities on Friday. Students responded well to our questions.
The materials researchers used—primarily the slides and examples during the introduction—were well-suited to our lesson objectives and helped guide students through the basics of the present perfect tense. To enhance future lessons, researchers considering incorporating interactive tools or digital resources that could make learning the tense more engaging and dynamic. This could be especially helpful in solidifying understanding and keeping the class engaged.
Working as a team to improve students' use of the present perfect tense has been an enriching experience, but it has also presented significant challenges in terms of organization and coordination. With four teachers involved, the lack of a unified plan has made it difficult to ensure that all students participate and complete the assigned activities. This has highlighted the need to establish clear and consistent communication among the team, which will allow us not only to share ideas and adjust teaching techniques but also to provide a coherent learning experience for students.
Through this experience, researchers have understood the importance of designing a work plan that defines the objectives and responsibilities of each teacher. At the same time, it is essential to have a tracking system to monitor students' progress and ensure that everyone completes the activities. Reflecting on these aspects motivates us to strengthen our teamwork skills and consider each colleague’s perspective to optimize the teaching of the present perfect tense.
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