2. OVERVIEW
Defining „research‟ and „action research‟
Differentiating „classroom‟, „teacher‟ and
„action research‟
Questions that are appropriate for action
research
Steps in the action research process
Payoffs, problems and solutions
Developing an action plan
3. PRELIMINARY DISCUSSION
How do you think „action research‟
differs from „regular research‟?
What are the differences between
„classroom‟, „teacher‟ and „action
research‟
What are some of the questions that
might be appropriate for action
research?
4. DEFINING RESEARCH
Research“the organized, systematic
search for answers to the questions
we ask” (Hatch and Lazaraton,
1991:1).
A “systematic process of inquiry
consisting of three elements or
components: (1) a question, problem
or hypothesis, (2) data, and (3)
analysis and interpretation” (Nunan,
1992:3).
5. AN ALTERNATIVE PARADIGM
ACTION RESEARCH
An iterative cycle of planning,
observing, acting and reflecting
Involves “small-scale interventions”
Is done by practitioners in naturalistic
settings
Involves a wide range of data types
6. Goals of Action Research
Action Research has two main goals:
1. To seek local understanding
2. To bring about improvement in the
context under investigation
7. Three Terms That Are
Sometimes Confused
Classroom Research:
Location: Where?
Action Research:
Method: How?
Teacher Research:
Agency: Who?
8. Classroom Research, Action
Research &Teacher Research&
Classroom research can be
conducted by teachers or other
researchers, using many research
methods
Teacher research can be done
inside or outside of classrooms by
teachers, using many research
methods
9. Classroom Research, Action
Research &Teacher Research
Action research can be conducted by
teachers and other researchers, both
inside and outside classrooms
Action research can be conducted by
teachers in their own classrooms
10. THREE TERMS THAT ARE
SOMETIMES CONFUSED
2.Teacher Research
1.Classroom Research
4.Classroom Action
Research by Teacher
3.Action Research
11. 1ST DISCUSSION TASK
Write down three issues / questions you
have or things you would like to know
about your teaching and/or your
students‟ learning.
Share you issues / questions in groups
and explain why you chose these.
12. Steps in doing Action
Research
The research is initiated by a
question, problem or puzzle
An action is initiated
Relevant data are collected
The data are analyzed and
interpreted
The results are made public
The process is under the control of the
classroom teacher
15. Example of Action Research
: Cycle 1Step 1: Problem/puzzle
identification -- “Student motivation is
declining over the course of the
semester.”
Step 2: Preliminary investigation -“Interviews with students confirm my
suspicion.”
16. Example of Action Research:
Cycle 1
Step 3: Hypothesis formation “Students do not feel they are making
progress from their efforts. Learning
logs will provide evidence to learners
of progress.”
Step 4: Plan intervention -“Get
students to complete learning logs
each week.”
17. Example of Action Research:
Cycle 1
Step 5: Initiate action and observe
outcomes -“Motivation is improving,
but not as rapidly as desired.”
18. Example of Action Research:
Cycle 2
Step 6: Identification of follow-up
puzzle - “How can Iensure more
involvement and commitment by
learners to their own learning
process?”
Step 7: Second hypothesis “Developing a reflective learning
attitude on the part of learners will
enhance involvement and motivation
to learn.”
19. Example of Action Research:
Cycle 2
Step 8: Second round of action and
observation “At the end of each unit of
work, learners complete a selfevaluation of learning progress and
attainment of goals.”
21. PAYOFFS
1. Each teacher learned more about
their own theories, or frames for
teaching
2. The frames for teaching of the
participants were related to the bigger
questions of second language
education and education in general.
3. Action research was a powerful
means of facilitating change
(Lewis,1992).
22. CHANGES REPORTED BY
TEACHERS
Teachers:
Became less directive
Used a greater variety of behaviors
Praised more, criticized less
Were more aware of students‟ feelings
Used the target language more
Incorporated student ideas more
23. CHANGES REPORTED BY
TEACHERS
Teachers:
Spent less class time talking
Made greater use of group work
Elicited more divergent open-ended
student responses
Made greater effort to get students to
participate
24. PROBLEMS / CHALLENGES
Lack of time
Lack of expertise
Lack of ongoing support
Fear of being revealed as an
incompetent teacher
Fear of producing a public account of
their research for a wider (unknown)
audience
25. SOLUTIONS
There must be someone „on the
ground‟ to „own‟ the project.
Experienced advisors must be
available.
Teachers must be given adequate
training in how to do research.
26. SOLUTIONS
Provide teachers with release time
from some face-to-face teaching.
Create collaborative teams.
Start small.
27. RETURNING TO REFLECTION
TASK 1
1. Review one of the three questions
you have or things you would like to
know about your teaching and/or your
students‟ learning. Compare these
ideas with one or two other people.
2. Brainstorm „next steps‟ in
researching your question.
28. Steps in the Action Research
Process
1. Problem identification
2. Preliminary investigation
3. Hypothesis formation
4. Intervention
5. Data collection
6. Data analysis
7. Expected outcomes
29. REFLECTION AND
DISCUSSION TASK 3
Using the steps in the action research
process as a template, and the issue /
question you developed earlier, create
your own action research plan.
30. FURTHER INFORMATION
Bailey, K.M., A. Curtis and D. Nunan. 2001.
Pursuing Professional Development: The Self
as Source. Boston: Thomson Learning / Heinle
Burns, A. 1999. Collaborative Action Research
for English Language Teachers. Cambridge:
Cambridge University Press.
Edge, J. (ed.) 2001. Action Research.
Alexandria, VA: TESOL.
Nunan, D. and Bailey, K.M. (2009). Exploring
second language classroom research. Boston:
Heinle.
Wallace, M.J. (1998). Action research for
language teachers. Cambridge: Cambridge
University Press.
