Action research in language teaching

1. UNDERSTANDING
LANGUAGE CLASSROOMS
David Nunan

2. How to bridge the gap
between
theory and practice

3. Research in the classroom
OIntellectual and social change.
OInvolvement in educational
innovations.
OLogical end-point of professional self-development.
OGreater autonomy and professional
responsibility.

4. Advantages of teacher-initiated
research
O It begins with and builds on the knowledge
from the teacher.
O It focuses on the immediate interests and
concerns of classroom teachers.
O It builds on the natural processes of
evaluation and research which teachers
carry out daily.

5. Advantages of teacher-initiated
research
O It sharpens teachers’ critical awareness
through observation, recording and
analysis of classroom events.
O It provides the teachers with better
information about their classrooms nature.

6. Action research
A form of self-reflective enquiry undertaken
by participants in social situations in order
to improve the rationality and justice of their
own practices, their understanding of these
practices, and the situations
in which these practices are
carried out.
Carr and Kemmis, 1985

7. Developmental phases
O Phase I: Develop a plan of action to
improve what is already happening.
O Phase II: Act to implement the plan.
O Phase III: Observe the effects of action in
the context in which it occurs.
O Phase IV: Reflect on these effects.

9. Final reflections
OIt is carried out principally by those
who are best placed to change and to
improve, what goes on in the
classroom
OThe primary motivation for action
research is the more immediate one of
bringing about change and to improve
the state of affairs in the classroom in
which it has taken place.

11. Bibliography
O Nunan, David. Understanding Language
Classrooms. Prentice Hall, England, 1989

12. Online references
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QsAQ#tbs=sur:f&tbm=isch&q=action+research+in+language+teaching&facrc=_&imgdii=_&i
mgrc=gifzHlJ39qDU7M%253A%3B7v-p1794FgvvWM%
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