Action research in language teaching (Anne Burns)

Action researchBurns, A. (2005). Action research: An evolving paradigm?.

Language teaching,38(02), 57-74.

Introduction

• a “quiet methodological revolution”

• qualitative research (not experimental)

• participative, naturalistic enquiry

• Aristotle, John Dewey

• Lewin:

• “research leading to social action” (1946)

• “circle of planning, action and fact-finding about the result of the action”

Processes of action research• simultaneous focus

on action and research

• response to a perceived problem, puzzle or question

• collaborative process

4 movementsplan

actionobservation

reflection

different phases

exploring, identifying, planning, collecting data, analysing, hypothesising, intervening, observing, reporting, writing, presenting

• “my experience of action research is that it is difficult to grasp or explain the

concept until one is in the process of doing it”

(Jane Hamilton, cited in Burns, 1999)

• reduce gaps between academic research findings and practical applications

• facilitate professional development of reflective teachers

• acquaint teachers with research skills and enhance knowledge of research

• enhance development of teachers’ personal practical theories

Goals of action research