ACTION RESEARCH

TCUAraceli Salas

January, 2014

Can you think of some of the problems you had in your classes last course?

Are these typical problems in our teaching?

WHAT IS ACTION RESEARCH?

Action Research originated in the works of Kurt Lewin (1948,1952), in the Social Sciences. It was imported to Educational Research in the 40´s, and it was after the 70´s that Action Research became popular in the ESL/EFL field.

Action Research is:

“A form of self-reflective inquiry carried out by practitioners, aimed at solving problems, improving practice or enhancing understanding” Nunan,1992b;229)

Bailey (2001: 490) maintains that action research for language teachers is 'an

approach to collection and interpreting data which involves a clear, repeated cycle of procedures'.

Action Research can be attractive for two particular reasons;

1.- It can have a specific and immediate outcome that can be directly related to practice in the teacher´s own context.

2.- The findings of such research might be primarily specific, (not for general application) and therefore, these findings can be more free-ranging.

Wallace (1991,56-57)

Stages of Action Research:

1. The planning stage

2. The acting stage

3.The developing stage

4.The reflecting stage

Within this framework, action research is a recursive, cyclical process that typically does not proceed in a linear fashion, (Johnson, 2008).

Action Research

Planning Acting Developing

Identifying and limiting the topic

Review of Literature

Choose Method of Data Recollection

Reflecting

Collecting Data

Analyzing

Reflecting

DevelopingAction Plan

Reflecting

When conducting Action Research, teachers reflect on their own´s beliefs

Knowledge and context (Mills, 2007)

Due to the fact that action research is largely about examining one’s own practice reflection is an integral part of the action research process. (McLean, 1995),

Reflection can be defined as the act of critically exploring what we are doing, why we decided to do it, and what its effects have been

Reflective Teaching

is a process of developing lessons or

assessing student learning with thoughtful consideration of educational theory, existing, research, and practical experience, along with the analysis of the lesson’s effect on student learning (Parsons & Brown, 2002).

Action Research goes beyond Knowlege and Reflection,

Exploratory phase

Action Research can bridge the gap between theory and practice.

Theory Practice

Action Research requires a process of systematic collection of information followed by active reflection—all with the anticipation of improving the teaching process—is at the core of action research.

In what ways can we collect data?

Once the data has been collected, the teacher then analyses and reflects on it and makes a data-driven decision to take some action. Wallace (1998: 21)

To identify patterns in the data. To compare findings from different sources

of data. To build an interpretation from the

information collected

Examples of actions to take;

Implement a change in the classroom, Experiment your own ideas, Modify programs, Make suggestions to Coordinators,

Supervisors, etc.

Possible Outcomes of Action Research

A greater understanding of student is developed. New problems are discovered. New plans or programs or methods are found to be

effective, Plans or programs or methods are found to be

inneffective, Plans or programs or methods are found to need

modifications

Johnson (2008;136-137)

Language teachers can learn a great deal about the nature of classroom teaching and learning as well as acquire useful classroom investigation skills.

Farrel, (2007)

Research, of any kind, is a scientific endeavor. Quality research must meet standards of sound practice. The basis for establishing the quality of traditional (i.e., experimental) research lies in concepts of validity and reliability, which should be incorporated in Action Research.

The importance of Action Research

Action research provides educators with alternative ways of viewing and approaching educational questions and problems and with new ways of examining our own educational practices. (Mertler & Charles, 2011: 340).

Action Research As an empowering tool; it can boost teacher´s

confidence Teacher controls the length or timing of the

research. As Professional Development, continuous life-

long learning. An opportunity to share knowledge, An opportunity to contribute to the field,

reporting to peers, participating in conferences, publishing in journals or magazines of the EFL/ESL area.

Thank you!

Happy New Year!

aracelisalas@yahoo.com