As part of a mixed-methods reconnaissance action research study, the impressions teachers had on using an innovation configuration for vocabulary instruction at an English education center in China was assessed. The quantitative data strand consisted of lesson artifacts and documents. The qualitative data strand consisted of semi-structured interviews with two English as a foreign language teachers. Integrating both the quantitative and qualitative strands of data illuminated (1) teachers had a positive impression on using the innovation configuration to address what they should cover for vocabulary instruction, (2) they used the innovation configurations to identify strengths and areas for improvement, and (3) they rethought how to structure their lessons to better engage students. These findings will be used to inform subsequent cycles of this action research project. These initial results, though, indicate that providing appropriate resources to stimulate teachers may prove beneficial in expanding their pedagogic knowledge.



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