1

Promoting outstanding Educational Research knowledge, practice and awareness in

Undergraduate EFL Teachers
Total number of words: 9994

Abstract

This article presents a qualitative action research that examined the effectiveness of pair-
work assignments to promote Educational Research in 20 Undergraduate English teachers
that belong to the EFL Program of a Public University in the southern Colombian region.
Data was collected through classroom-observations, semi-structured interviews, and
researcher-journals. The findings suggest that pair-work assignments were an effective to
foster outstanding educational research knowledge, practice and awareness in these
prospective teachers. They had significant improvements in defining, formulating research
objectives and questions, reviewing literature, and stating research methodologies by
developing authentic pair-work assignments. In conclusion, pair-work assignments helped
learners gained expertise and experience to expand their proficiency and capability in
research.
Key words: educational research, pair-work assignments, proficiency and capability,
research awareness and knowledge, and undergraduate research proposals.

Promover el conocimiento y la prctica de la Investigacin Educativa en Maestros en

Formacin en Enseanza-Aprendizaje del Ingls
Resumen
Este artculo presenta una investigacin accin que analiz la efectividad de las tareas en

parejas para promover la investigacin Educativa en 20 estudiantes de Licenciatura en ingls

de una Universidad Pblica del suroeste Colombiano. Los datos fueron recogidos a travs

de observaciones, entrevistas semiestructuradas y journal. Los resultados sugieren que las

tareas en parejas fueron significativas para fomentar la investigacin en los futuros

profesores. El desarrollo de trabajo en parejas ayudo a la definicin, la formulacin de los

objetivos y preguntas de investigacin, la revisin de la literatura y el establecimiento de

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metodologas de investigacin. En conclusin, las tareas ayudaron a adquirir y ampliar

conocimientos, competencia y experiencia en investigacin.

Palabras claves: competencia y capacidad, conocimiento y conciencia investigativa,

investigacin educativa, trabajo en parejas, propuestas de investigacin de pregrado.

Introduction

Nowadays, promoting Educational research in undergraduate teachers Education

program seems to be an essential component in their training process because that

knowledge provides students with the possibility to reflect upon their future practice and

learn how to look for scientific interpretation to the difficulties that they might find in their

future classrooms. To this respect, the decree 2266 from the Colombian Ministry of

Education (MEN), all the universities in the nation should fulfill the minimum quality

requirement to train their learners in research culture, in which learners must be allowed to

produce new knowledge and have access to scientific information. Additionally, the Quality

Guidelines for Bachelors Degrees in Education suggest that research has to be promoted as

a way to propose, develop and evaluate scientific ways to solve the problem that future

teachers could experience in their practice. Thus, there is a need to first fulfill the

requirements from the ministry of Education that evaluate the Education programs, and

second to expand learners capability to develop research studies. Some universities demand

students to conduct research projects as a fulfillment to obtain the degree of bachelor in

Education like it is the case of the public university where this research took place. In this

order of ideas, enhancing Educational Research knowledge and awareness would provide

Pre-service English with experience and expertise to conduct research proposals and

projects they need to graduate.

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Considering the above-mentioned, this study is intended to use pair-work

assignments as a way to promote Educational Research in a group of 20 prospectus teachers

from the EFL Bachelor's Degrees of a Public University in Florencia- Colombia. These

learners were in the 6th semester, in which they were supposed to conducting research

proposal as an option to graduate. Nevertheless, they had problems to choose and define

their research topics, state research objectives, and questions, conduct literature reviews,

and formulate the methodology of their proposals. As a consequence, the pair-work

assignments were implemented as a response to the barriers that learners presented in the

research. Each assignment was developed in pairs-lasted six hours, the future teacher

selected their classmate by themselves.

The theoretical construct about promoting Educational Research in Undergraduate

EFL Pre-service teachers remarks that promoting this ability is a very important component

in English as a foreign language training education. Edwards (as cited in Reyes, de Len &

Murrieta, 2017) stated that language teachers who do research are more confident in

approaching professional challenges (p.2). Gonzlez (2008), suggested that encouraging

pre-service teachers to do research provided reflective practice (p.2). Then, developing

research in undergraduate EFL learners is essential to encourage reflection, expand a

theoretical foundation about the importance of conducting research and increase the

possibility to foster research culture and preparation in these students. Yet, the literature

about this field is still limited in EFL learners in Colombia. The majority of the studies focus

on how to enhance language competence, and as consequence, the necessity to broaden the

reflection about the importance of incorporating research knowledge, practice and

awareness in EFL education needs more research analysis.

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Finally, pair-work assignments were chosen as a methodology to promote research in

Pre-service English Teachers because the theory about this respect shows that this method

could be an effective way to encourage the development of research culture. According to

Sert (2005), pair-work assignments facilitates a successful tasks performance compare to

individual duties in class. He far insisted that this methodology helps students build positive

interpersonal relationships and create a high level of academic solidarity and confidence

(p.1). In addition, Zuiga (2013), indicated that pair-work assignments help learners to

build their self-confidence and have a better classroom atmosphere (p.21). Furthermore,

other research studies (Kutlay, 2013, Lombard and Kloppers, 2015, Lopatto, 2003,

McNulty, 2010, Mello, Dutra, and Jorge, 2008 and Raja and Saeed, 2012), manifested that

pair-work assignments are an opportunity to apply what the prospective teachers are

learning. Although this construct evidences the benefits of pair-work assignments to enhance

learning, there is no theoretical evidence of their importance to promote research in

prospectus teachers. Then, this research is meaningful and required to examine the impact of

this strategy to encourage research culture and practice in these students.

Considering the aforementioned, the research seeks to answer the following research

question. To what extent do Pair-work assignments promote outstanding Educational

Research knowledge, practice and awareness in Undergraduate EFL Teachers?

Theoretical framework

Promoting Educational research in Undergraduate EFL pre-service teachers

In recent years, there has been an increasing interest in the need to encourage

educational research in Undergraduate EFL pre-service teachers, since it could be an

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effective way to strengthen the quality of teaching, present new challenges for the learners

and to meet one of the requirements from MEN that suggests that all undergraduate

teaching programs should enhance research. Elliot (1990),Gitlin, Barlow, Burbank,

Kauchak, & Stevens (1999), Gonzlez (2008), Guerra Snchez, Rodrguez and Daz (2015),

Hagevik, Aydeniz, and Rowell (2012), suggested that training Undergraduate EFL pre-

service teachers in Educational research is fundamental to expand their comprehension of

their profession. In the same way, Gonzlez (2008), stated that educating students teacher

in research enhances their capacity to plan, implement and evaluate different ways to solve

the problems that they might have in their academic practice. To this respect, Crdenas and

Faustino (2003), and Weinberger, Patry and Weyringer (2016), indicated that training EFL

learners in investigation knowledge and skills is a needed to offer learners the possibility to

find solutions to the difficulties that they might encounter in the classrooms and lead them to

become reflective students and future critical professionals.

Furthermore, Lombard and Kloppers (2015) and Ware, Badura, & Davis (2002),

expressed that educating student teachers in research is fundamental to encourage more

exposure to theoretical and practical knowledge, which offers the potential to reshape

student attitudes, to promote the ideals of teachers becoming researchers. In the same token,

Ware, Badura, and Davis (2002), illustrated that research knowledge provides learners with

the opportunity to continue postgraduate studies. Similarly, other studies (Del Rosario

Reyes, de Len-Barbosa and Murrieta-Loyo, 2017, Zheng, 2009, Price, 2001, Pellerin and

Nogus, 2015, Mello, Dutra, and Jorge, 2008, and Mehrani, 2015), insisted that research

training supports future teachers to be aware of their academic process and enables them to

approach their research project and problems that might increase their capacity to solve
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classroom problems and improve teaching practice. In this sense, Vergara, Hernndez, and

Crdenas (2009) pointed out that preparation for research helps in creating the appropriate

academic conditions, the real transformation of teachers into teacher-researchers and allows

future teachers to overcome difficulties and accept challenges to reach their goals (p.17).

Actually, educating undergraduate Pre-service EFL Teachers in Educational Research serves

as a way to equip them to apply scientific interpretation to the difficulties that the majority of

public high-school presents in English teaching -learning training process in the nation, and

especially, in the region.

Although, the previous studies (Crdenas and Faustino,2003, Akyel, 2015, Allison

& Carey, 2007, Allwright, 2005, Banegas, 2012, Benson, Chik, Gao, Huang , and Wang ,

2009, Borko, Liston, and Whitcomb, 2007, Borg, 2009, Fagan, 2015, Garcs, Yicely and

Martnez ,2016) indicated that developing investigative skills in teacher preparation

programs is fundamental to develop a sense of professional ownership, in which the students

become more active participants to encourage permanent academic reflection by learning

how to look for educative changes to classroom problems. The prior theoretical construct

shows that the literature to this respect still needs more research analysis in the context

where the research took place and specifically enhancing Educational Research in

Undergraduate Pre-service EFL Teachers through Pair-work assignments.

The use of pair-work assignments to teach Educational research proficiency and

capability.

The use of pair-work assignments is considered a long time discussion in teaching

and learning methodology, Vygotsky (1998) proposed the Zone of Proximal Development.

Referring to him, Chaiklin (2003), asserted that the zone of proximal development
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presupposes an interaction between a more competent person and a less competent person

on a task, such that the less competent person becomes independently proficient at what was

initially a jointly-accomplished task (p.2). Wells (as cited in Chaiklin, 2003 ), said that zone

of proximal development could be applied to any situation in which, while participating in

an activity, individuals are in the process of developing mastery of a practice or

understanding a topic (p. 3). In this perspective, the use of Pair-work assignments could be

a good way to enhance research proficiency and capability in these prospective teachers

because they could learn from a classmate that understands research knowledge and

processes easily or better.

Likewise, contemporary studies in English as a foreign language report that the use

of Pair-work assignments as a teaching and learning strategy helps learners to develop

intellectual capabilities, increases students centered classes, improves social and

intrapersonal relationships, enrich classrooms environments, raises learners motivation and

augments class productivity. Sert (2005), stated that pair-work assignments have positive

outcomes for academic and personal relationships. During pair-work assignments learners

counts with more opportunities to receive feedback, to check their tasks and to share ideas

to complete the tasks properly. Also, they double-check their assignments and peer-correct

them which let them develop well-organized, cautiously prepared exercises and activities.

Raja and Saeed (2012), found that this methodology developed students abilities to clarify,

complete, interact, and express their opinions on how to finish the tasks. Thus, the use of

pair-work assignments with Undergraduate Pre-service EFL Teachers would lead to

encouraging them to learn from each other, correct the work, and as a consequence advance

their background in educational research.

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Moreover, Achmad (20149, suggested that pair-work assignments are a valuable

teaching strategy which empowers classroom interaction, self- directed work,

independence, and lessens teachers the class involvement. Taking in mind that the present

study aims at promoting educational research in Undergraduate Pre-service EFL Teachers, in

which the participants are expected to complete some assignments, this finding is

fundamental to state this method could be an effective way to increase research knowledge

and awareness. The research agrees with Bercicova (2007), who pointed out that pair work

does not need to be limited to any one stage of the lesson and does not necessarily need to

be seen as purely a speaking activity (p.22). In this sense, it could be said that pair-work

tasks is a meaningful teaching -learning methodology that is used to facilitate the

development of academic abilities, strengthen learners roles in class and foster any ability in

class. In conclusion, the theoretical construct enlarges the analysis about the use of pair-

work assignments to expand academic skills in EFL education. However, the existing theory

in the subject needs to broaden the examination of the use of this method to promote

Educational Research in Undergraduate Pre-service EFL Teachers bearing in mind that there

is no existing evidence that could state the benefits of the pair-work assignments to teach

Educational research.

Methodology

The researchers followed a qualitative action research design to conduct the study. Berg,

Lune, & Lune (2004) and Miller, Greenwood, & Maguire (2003) pointed that this helps

researchers examine problems that come from their practice. Correspondingly, this research

approach fits really well with the characteristic of the context, the particular population and

the aim of the study.

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Research context and Participants

The study took place in the English as a Foreign Language Program of the only

public university located in Florencia-Colombia. The university counts with an Education

Sciences Faculty which has five undergraduate bachelor degree programs: Social Sciences,

Mathematics, Spanish and literature, Infant Pedagogy and English as a Foreign language.

The research was developed in EFL program due to the fact that one of the researchers

works for this institution and the other is about to finish the degree. The curriculum of the

program suggests that the students need to study nine semesters to have the diploma of the

Bachelor in EFL teaching, and research is studied in the fifth and sixth semesters. In the

fifth, the students learn the theory of the educational research and they were supposed to

come out with a research problem and a research proposal in the sixth semester. However,

the participants still presented some difficulties in research knowledge, practice and

awareness. The research was developed with all 20 prospective teachers at six semester, the

age rate was between 20 and 25 years old. As it was said before, they had difficulties in

choosing-formulating a research topic, stating research objectives and questions, conducting

literature reviews, and formulating the methodology of their undergraduate research

proposals. Before conducting the study, consent letters were signed by the participants, so,

they knew in advance the aims of the study and were aware that their participation needed to

be interviewed, to be observed and to check their research development.

Data Collection Instruments

In order to collect data, the researchers used three different instruments. Classroom

observations, semi-structured interviews, and open-ended questionnaires. These instruments

allowed the researchers to get more information during a continuous process.

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Classroom observations

The participants were observed eight times, each observation lasted 45 minutes and

video taken to have a better sense of what took place in the classes. The aim of those

observations was to have a general understanding of the attitudes, behavior, feelings and

types of ongoing interaction during the assignments. Based on Jacobson, Pruitt-Chapin, and

Rugeley (as cited in Cordoba,2016), the use of observation provides direct access to the

phenomenon under consideration by proving accurate and complete information from the

behavior of the participants (p.6). This instrument allowed the researchers to find relevant

data to clarify the problem and to learn about how to promote educational research in the

participants. In sum, this technique revealed that students showed that the use of pair-work

assignments could be an effective way to teach research concepts and process. It was

noticeable that collaboration to do their tasks, share viewpoints, participate in class

discussion and learn about research increased in the implementation of pair-work

assignments.

Semi-structured interviews

Wengraf (2001) and DiCiccoBloom, & Crabtree (2006), expressed that semi-

structured interviews are meaningful ways to improve the knowledge of the phenomenon

under searched. Based on that, eight semi-structured interviews were conducted to

undergraduate Pre-service EFL Teachers, every interview was audiotaped and lasted 40

minutes approximately. This was a continuous process, in which the participants were

observed and then interviewed individually and in a secure and silent place. The interviews
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were conducted to obtain an in-depth understanding of students perception towards the

effectiveness of pair-work assignments to enhance research abilities. The interviews were

useful to state that the use of pair-work assignments seemed to be a meaningful teaching

technique to foster Educational research in these group of learners.

Researchers journal

Ortlipp (2008) and Wallace (2008), suggested that this technique allows the

researchers to collect significant data, especially in action research studies. This method

allowed the researchers to keep a written reflection and record of the usefulness of pair-

work assignments to promote research, and to collect information during a continuous

process because the data collected in the journals was triangulated with students

assignments reports, informal conversations and the other data collections instruments used

in this study.

Procedures

In order to develop the study, the researchers planned, designed and implemented ten

research Pair-work assignments in Undergraduate Pre-service EFL Teachers. The tasks were

applied from February to May in 2016, and they were created based on the syllabus of

Pedagogical Research II that learners were supposed to study during the semester. Shortly,

the implementation was developed into four main steps and 60- hours were invested in the

application.

Step one (Pair-work assignments organization). The application of pair-work

assignments started by asking the students to make an academic profile of them taking in

mind their strength and weaknesses. Next, the learners were asked to nominate and choose a
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classmate to work within the assignments, and they were also trained to work in pairs. Once

the participants knew about the methodology and chose their pairs, the researchers

explained each one of the ten research tasks, the objectives and the expected results from

them. At this stage, the researchers discussed the deadlines, the amount of time that was

available for each piece of work and gave a list with the assignments and their aims. It is

necessary to say that the assignments were planned, designed and implemented taking into

consideration the syllabus of pedagogical research II (See appendix 1: List of Pair-work

assignments developed by the participants).

Step two (Pair-work assignments development). At this phase, the students were

first illustrated about educational research background-process and the importance of this

knowledge to improve English teaching and learning. Soon after, the undergraduates were

asked to develop the first task which was called Finding the main characteristic and the

process of educational research. They needed to analyze different materials that were given

to them in the class, share their understating to their classmates and present a written report.

While the learners were doing the assignments, they asked questions to each other,

exchanged their ideas, with other pairs. The researchers moved around the classroom to

verify if the learners were doing the exercises correctly, provided suggestions and comments.

Before each pair submitted the report, there was a section, in which they discussed with the

rest of pairs in order to refine their work. This process was repeated from the beginning to

the end, however, the strategy to exchanging positions and thoughts changed from

assignment to assignment to pace the process.

Step three (Pair-work assignments presentation). Finally, the learners presented their

assignments written reports. At that moment, the researchers gave the paper back to the
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students and asked the students to peer-correct the papers with different pen colors and to

self-evaluate their performance during completing the tasks. Once the learners did that, the

written reports were checked closely by the researchers and meaningful feedback was given

to the participants. Actually, minor mistakes were noticeable in the majority of the pairs (10),

yet two of them presented serious difficulties at the beginning of the implementation, but this

was overcame thought out the process. When a written report presented errors, advice,

formal and informal talks were planned with whose papers needed follow-up tasks. Once,

follow-up activities were assigned, it was noticeable that the participants empowered the

process. It could be said that significant improvement was evident at the end of the

implementation.

Findings and discussion

In order to analyze data, the researchers first triangulated the information from the

different instruments. Then, they used the grounded theory approach to examine the

information that was triangulated. According to Strauss & Corbin (1994), this approach

provides the researchers with an explanatory framework with which to understand the

phenomenon under investigation so it helps to identify, refine and integrate categories, and

ultimately to develop theory (p.70). Moreover, Prez & Alvira (2017), stated that this

method helps researchers to decide on the codes to be used, to group the information into

categories and subcategories, and to integrate codes for analysis (109). Therefore, the

results of this study include analysis of the role of pair-work assignments to promote

Educational Research in Undergraduate Pre-service EFL Teachers and the academic benefits

to promote Educational Research in Undergraduate Pre-service EFL Teachers.

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The role of pair-work assignments to promote Educational Research in

Undergraduate Pre-service EFL Teachers

The data showed that the implementation of pair-work assignments had positive

roles to promote Educational Research in Undergraduate Pre-service EFL Teachers. First,

this strategy allowed the participants to develop meaningful theoretical and practical

assignments which led future teachers to expand their knowledge and awareness in the area.

Participant1 expressed that pair-work assignments was a good way to learn about research.

He became aware of the need of educational research and its process (interview2). In the

same interview, participant3 stated that the implementation of pair-work assignments

allowed him to develop real tasks in which he learned to develop the research proposal.

Additionally, participant5, suggested that the development of tasks let her increase research

knowledge by doing practical exercises (Interview5).The researchers found and wrote in

their journals that the application of pair-work assignments was a good way to share their

ideas, to connect the theory of research and the way how to conduct research proposals.

These participants and the researchers had this point of view about pair-work assignments

because this methodology facilitated the development of practical and theoretical exercises,

in which the future teachers gained experience and expertise that helped them acquire

proficiency and capability to overcome the difficulties they had in the area at the beginning

of the semester.

Farther, pair-work assignments encouraged learners to expand their understanding

about educational inquiry through the developing real research tasks, in which the students

worked with the company of a classmate to broaden the possibility to have a better

performance in the tasks. Participant18 stated that pair-work assignments lessened the
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work and promoted meaningful task (interview5). In the same interview, participant20

stated that the methodology was good, he developed realistic activities such as stating

research goals and objectives, describing a problem among other exercises that increased his

possibilities to master research process well. Likewise, participant12, said that the

exercises that he did were amazing and catchy, his friend helped him all the time and they

were preparing the project (Interview5). In the classroom observations (seven), it was

noticeable that pair-work tasks enhanced participants disposition to share and discuss before

they did the assignments. The researchers found and wrote in their journals that the method

facilitated more research involvement and the students performed real tasks, in which they

construct their own research proposal step by step. Specifically, the participants had this

perception toward pair-work research assignments because this exercises helped them to

demonstrate their understanding, fostered significant improvements in defining, formulating

the research objectives and questions, reviewing the literature on their topic, and stating the

methodology of their research proposal by developing authentic practical and theoretical

exercises.

Furthermore, the participants suggested that pair-work assignments had a significant

role to increase students experience and expertise in research topics and process by doing

meaningful exercises that expanded their proficiency and capability to complete their

assignments and research proposals well. Participant15 indicated that doing research

demands time, as a consequence, a classmate helped to have the opportunity to lessen the

work and learn more about he had to do because if he forgot something a friend would

explain, so he would have more opportunities to do the task well (interview6).

Participant18 agreed with the classmate by saying that for the developing of realistic
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activities for example: stating research goals and objectives, describing a problem,

conducting literature review and formulating the methodology of a research proposal is

fundamental to have different views to gain a broader perspective of what to include or

what to avoid. In the observation5, it was common to see students working well with the

company of a friend, they shared, discussed, and reached agreements on what to include in

the different stages of their tasks. Sometimes, they were helped by other pair-work teams

when they socialized their work. This types of classroom teaching methodology allowed

prospectus EFL teachers to analyze, synthesize, and apply research knowledge from

different interpretations. They gained more insights, were less teacher controlled, and the

techniques facilitated the development of practical research exercises, in which they enriched

their experience and expertise by sharing the point of views, listening to other classmates

and negotiating with their friends.

As a final point, the use of pair-work assignments promoted Educational Research in

Undergraduate Pre-service EFL Teachers, the learners became confident by developing

authentic tasks that increased their proficiency and capability to complete their research

proposals well. Every assignment helped students to enrich their knowledge and to discover

the importance of conducting research in the educational field. Thus, they became aware of

the need to conduct research proposals and acquire solid research knowledge.

The academic benefits of pair-work assignments to promote Educational Research in

Undergraduate Pre-service EFL Teachers

The application of pair-work assignments was a meaningful way not only to enhance

educational research knowledge and awareness in the participants but also to enrich other

academic skills such as improving writing composition. Participant12 specified that thanks
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to his friends, who always check the papers they write, he improved the ability to express his

research ideas better (interview6). In the same way, participant9 expressed that stating

research goals and objectives, describing a problem, conducting the literature review and

formulating the methodology of a research proposal was fundamental to increase his writing

ability. Correspondingly, participant14 argued that a classmate served as an evaluator to

check, and as consequence, the final written work is better because there are two people

who check it over before submitting to the teacher(Interview5). The participants had

believed that pair-work activities enhanced writing skills because they first learned to write a

clear description of a research topic, in which they were asked to link the description to

existing theory, specific problems and inform the reader why the problem should be solved.

In addition, the participants learned to write proficient research proposal

introduction that grabbed the interest of the reader and stated the problem or area of interest

connecting to the existing theory and explained. Equally, they wrote a rational that showed a

good effectively, quantifiably, concisely organized information that provided a basic

overview of the topic related to previous research, the Colombian laws in the area, the main

difficulties why the study should be conducted, the need of the research, the benefits for the

students, the teachers, the institution and the researchers, plus social benefits, practical

implications and the ways in which the research would contribute to further knowledge of

the area. Also, the students were called to states good, effectively, quantifiably, concisely

organized research question and objectives related to the statement of the problem,

introduction, justification and the title of the topic they have previously chosen. Also, the

participants conducted a literature review, in which they identified relevant theoretical

supports on their topics by analyzing the gaps and limitation of the existing theory. Finally,
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the participants learned how to a well-organized and described methodological chapter that

included the research type, the data collection instruments, the sampling methods and the

budget and activity timeline. It must be said that in all written reports of the assignments,

the future teachers showed that they learned to use the APA manual properly.

Equally, applying pair-work assignments as a way of enhancing Educational

Research in prospective teachers increase reading exercises which led the participants to

acquire good reading comprehension levels. Participant18 agreed with classmate by saying

that for the developing of realistic activities for example: stating research goals and

objectives, describing a problem, conducting literature review and formulating the

methodology of a research proposal is fundamental to have different views to gain a broader

perspective of what to include or what to avoid (interview6). Similarly, participant14,

assumed that the help of a friend is crucial to empower research knowledge, especially, in

undergraduate research education (Interview5). In the observations, it was common to see

students working well with the company of a friend, they shared, discussed, and reached

agreements on what to include in the different stages of their tasks. Sometimes, they were

helped by other pair-work teams when they socialized their work. Finally, after every written

report, the papers showed that a very good sense of written organization, the papers, and

the paragraphs were clear and used varied sentences, from simple to complex, with good

cohesion and coherence.

Pair-work assignments seemed to be an effective way to build positive interpersonal

relationships. It was observed when the students were developing the activities they

communicated, shared ideas, cooperated and helped each other frequently. Participant7

highlighted that pair-work activities allowed the team to work in a good class environment
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(interview6). Participants 18 also manifested that working with a classmate made her

believed in his capability because her classmate was warming all the time that doing a great

job was possible. Correspondingly, participant14, believed that pair-work was meaningful

to know more about other members of the class and to build new relationships with

classmates they were not used to work with (Interview5). In the observations, it was

noticeable to see the participants sharing, discussing, and reaching agreements friendly. One

of the researchers wrote in the journal, the application of pair-work assignments was a

good to build interpersonal relationships. The students interacted one with another, enjoyed

working together, took the time to communicative their ideas without fear because the

classroom discouraged in a very good working environment. This perception is assumed

among the participants because pair-work assignments promoted cooperation, negotiation

and exploration and social interaction among the students.

On the other hand, apart from developing suitable research practice that encouraged

the EFL teachers to improve their research skills and strengthened long life research

knowledge and awareness. The implementation also increased prospective teachers

opportunities to reflect upon the possible problems they might encounter in their future life

as teachers and augmented the possibilities to be critical readers and building independence

in the process of learning. Participant8 pointed out that reading was fundamental to

complete every task, he could say that it was one of the skills that he has developed after

participating in the project (interview6). In the same interview, participant11 agreed that

definitively, he improved reading skills for him there were many papers to read to complete

tasks properly. He insisted that he increase the scanning and skimming. By the same token,

participant6, argued that the help of a friend was crucial to enhance his reading skills.
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Sometimes, he misinterpreted the texts and a friend asked him to review the paper using

reading strategy to understand the most relevant information from the articles and books

they had to read to finish the tasks (Interview4). In the written report, it was evident to

realize that the leaders developed reading skills. The papers showed a good interpretation

and integration of sources by supporting claims from deep analysis of the sources that

allowed the researcher to conclude that these learners increased their critical reading skills

assignments after assignments

Conclusions

The results of this research study indicate that pair-work assignments are authentic

teaching and learning techniques to promote Educational Research knowledge and

awareness in undergraduate pre-service EFL teachers in the EFL Program of a Public

University in the southern Colombian region. The students developed practical and

theoretical assignments which led them to have significant improvements to define,

formulate research objectives and questions, conduct literature reviews, and state the

methodology of a research proposal. This practical knowledge allowed the participants

started conducting their own educational research proposal because the tasks were planned

and designed for them to not only learnt the importance of inquiry for their field but also, to

train them on how to complete their research proposal that is one of the options that the

university has to graduate as an EFL bachelor.

In addition, the application of pair-work assignments helped learners to improve

writing skill. The participants wrote research titles, introduction, justification, objective and

question, conducted literature reviews and proposed the methodology for their proposals.

The overall organization suggested that the students were able to write clear, concise, and
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varied paragraphs with simple and complex sentences, good punctuation rules and normal

smooth and transition that included adequate sources support which made their papers easy

to read and understand. Similarly important, the use of pair-work assignments augmented

reading comprehension exercises in the prospective teachers. Reading was a vital activity

for the trainees to understand, participate in class discussions and complete the tasks, as a

consequence, they expanded their ability to detect rich information from the articles, books

and other materials that were assigned to them by the researchers. They successfully

developed the ability to compare authors point of views, make inferences, located specific

information and make judgments about the position of the authors.

Finally, apart from developing meaning research practice that strengthened long life

educational research knowledge-awareness, proficiency and capacity, the implementation

augmented prospective teachers opportunities to reflect upon the possible problems they

might encounter in their future life as teachers and built interpersonal relationships. The

apprentices cooperated one with another without having difficulties, appreciated to work

with a classmate, and communicated their ideas and thoughts without anxiety. At this stand,

it could be said creating a positive classroom environment if fundamental to promote

cooperation, negotiation and exploration, social interaction and learning. Therefore, in order

to work with pair-work assignments, it is necessary to create an adventurous classroom

environment, where students feel motivated and eager to take part in assignments more

often.

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