Doing Action Research in English Language Teaching
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Action Research in English Language Teaching: Contributions and Recent Developments
Effects of digital short stories on the development of listening skills: an action research.
Literary texts can be used to improve language learners' skills such as reading, writing, speaking and listening because these texts contain rich vocabulary, complex grammar structures, interesting plot and most importantly imagination of the author. However, using literature for language teaching purposes is a controversial issue among scholars. While some researchers think positively, others have negative views on the subject. Learners' needs and way of using literary texts are the main concerns of literature use in language pedagogy. In this context, the present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories’ implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyze quantitative data. On the other hand, content analysis was used to analyze qualitative data. The data were collected in 2016-2017 academic years, Bayburt University. Participants were prep class students of English language teaching department of Bayburt University. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by various American natives. Additionally, weekly worksheets and handouts were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners’ listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants are satisfied with digital short stories and they think these digital stories are useful to improve their listening skills.
STEM for English Language Teaching
This chapter presents an example of STEM and English language teaching integration. In this study, it was aimed to improve students' English language skills and increase their engagement with the appliance of STEM. In this descriptive study, a way of integrating STEM into the language teaching process was explained with an applied example. The research is of qualitative design with the implementation of action research method. As a result, the implementation improved students' language skills and gave students the chance of using knowledge of other disciplines in English courses while increasing their engagement. Additively, the implementation developed students' 21st century skills. It is thought this study can be an inspiration for English teachers to apply various approaches in their teaching processes. In addition, the study can be accepted as an example of the contribution of STEM to English language teaching process. Moreover, the study is a representation of teacher research, and this research can be assessed as an inspiration for teachers to turn their practices into research.
Action research: an evolving paradigm?
Action research is a relatively recent phenomenon in the field of English language teaching, having emerged in the literature predominantly since the late 1980s. In this article, I discuss the antecedents, definitions, processes, and purposes of action research in the field of English language teaching. Action research is also considered in relation to more established notions of basic and applied research. The current scope and nature of action research studies found in the literature are then analysed. The article concludes with a consideration of some of the challenges to the status of action research as a research methodology and the issues that will need to be addressed if action research by language teachers is to be sustainable.
Teacher engagement in research: Published resources for teacher researchers - Books from regional locations - Gregory Hadley (ed.). Action research in action, Singapore: SEAMEO Regional Language Centre (2003). Pp. iv + 54. ISBN 9971-74-081-8. - Gertrude Tinker Sachs (ed.). Action research in English language teaching. Hong Kong: City University of Hong Kong (2002). Pp. vii + 255. ISBN 962-442-227-3. - Books from governmental initiatives - Simon Borg (ed.). Classroom research in English language teaching in Oman. Oman: Ministry of Education, Sultanate of Oman (2006a). Pp. xii + 136. No ISBN. - Simon Borg (ed.). Investigating English language teaching and learning in Oman. Oman: Ministry of Education, Sultanate of Oman (2008). Pp. xiii + 166. ISBN 978-9948-03-769-9. - Kay Gallagher & Khadar Bashir-Ali (eds.). Action research and initial teacher education in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press (2007). Pp. 141. ISBN 978-9948-03-554-1. - Anne Warne, Michael O'brien, Zafar Syed & Mary Zuriek (eds.). Action research in English language teaching in the UAE: Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press (2006). Pp. 124. ISBN 9948-03-246-2. - Books from international contexts - Simon Borg (ed.). Language teacher research in Europe. Alexandria, VA: TESOL (2006b). Pp. vii + 206. ISBN 978-1931-18-537-0. - Anne Burns & Jill Burton (eds.). Language teacher research in Australia and New Zealand. Alexandria, VA: TESOL (2008). Pp. vii + 249. ISBN 978-1931-18-547-9. - Christine Coombe & Lisa Barlow (eds.). Language teacher research in the Middle East. Alexandria, VA: TESOL (2007). Pp. vii + 209. ISBN 978-1931-18-541-7. - Thomas S. C. Farrell (ed.). Language teacher research in Asia. Alexandria, VA: TESOL (2006). Pp. vii + 209. ISBN 978-1931-18-533-2. - Leketi Makalela (ed.). Language teacher research in Africa. Alexandria, VA: TESOL (2009). Pp. vii + 124. ISBN 978-1931-18- 554-7. - Hedy M. Mcgarrell (ed.). Language teacher research in the Americas. Alexandria, VA: TESOL (2007). Pp. vii + 203. ISBN 978-1931-18-542-4.
Book review: anne burns (2010). doing action research in english language teaching: a guide for practitioners. new york: routledge. 196 pp. $24.95 (paperback). isbn 978-0-415-99145-2, book review: doing action research in english language teaching: a guide for practitioners, action research as a tool for professional development in the k-12 elt classroom.
Professional development in the K-12 English language teaching (ELT) classroom is an evolving entity that focuses on meeting the needs of changing demographics and latest educational trends. As a result, many texts have been published with the intention of providing the necessary skills educators need for success in their classrooms and to instruct a highly heterogeneous English for Speakers of Other Languages (ESOL) student population. Nonetheless, many of these resources focus on specific scenarios and instructional approaches that may not be applicable for all ESOL teachers. In this Perspectives article, I propose the incorporation of action research as a practice for K-12 teachers with the vision of empowering them to take control of their professional development and continue improving their instructional practices. Furthermore, I share three examples of how I have used action research in my own practice and the benefits obtained by my ESOL department, my ESOL students, and myself as a teacher researcher. Le perfectionnement professionnel dans les classes d’anglais du système d’éducation K-12 est une réalité changeante qui cherche à concilier les besoins de l’évolution démographique avec ceux des dernières tendances éducatives. De nombreux textes ont été publiés afin de procurer aux éducatrices et éducateurs les compétences nécessaires à leur réussite en classe, et également dans le but de renseigner une population étudiante hautement hétérogène dans le système d’enseignement de l’anglais à des apprenants étrangers (ESOL). Toutefois, plusieurs de ces sources mettent l’accent sur des scénarios spécifiques et des démarches pédagogiques qui peuvent ne pas convenir à toutes les enseignantes et tous les enseignants ESOL. Dans cet article de Perspectives, je recommande la pratique de la recherche-action aux enseignantes et enseignants du système d’éducation K-12 en vue de leur permettre de s’autonomiser pour prendre en main leur propre perfectionnement professionnel et continuer d’améliorer leurs pratiques pédagogiques. Je donne également trois exemples de la façon dont j’ai recouru à la recherche-action dans ma propre activité et des avantages qu’en ont tirés mon département ESOL, mes étudiantes et étudiants ESOL, et moi-même comme enseignant chercheur.
language teaching
We are delighted to begin our term as editors with a stimulating special-feature article by Anne Burns on action research. While the term ‘action research’ is not new in the wider field of research methodology, it remains a relatively recent phenomenon in the field of language teaching, but one which is increasingly the subject of much debate. Anne Burns takes a critical look at the origins, purpose, scope and impact of action research in the area of English language teaching, and describes both the challenges to its status as a research methodology and the issues which need to be addressed by language teachers if it is to remain a sustainable methodology. In addition to being an authoritative overview of the paradigm, the article provides excellent background for a state-of-the-art article on the development of the language teacher written by Steve Mann, which will appear in the next issue of this journal.
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Doing Action Research in English Language Teaching
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Given the easy availability of information due to social media, language teachers need to move beyond their role as mere disseminators of information to that of as an innovator, enabling learners to think critically. To do so, language teachers must make action research an indispensable part of their language teaching armoury. They must realise that the challenges of teaching, be it student disinterest, poor comprehension skills or weak performances can be tackled. One way of doing so is to conduct some research within their own classrooms so as to seek solutions to overcome these challenges. This paper highlights the importance of action research and how it can be conducted. Using two case studies as examples, this paper hopes that these experiences in action research will encourage teachers to conduct their own classroom research in overcoming any issue they face in their respective language classrooms. It is also hoped that this recommendation can enable teachers move beyond thei...
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The capacity of Action Research (AR) in the fields of applied linguistics and language teaching has been praised by some commentators and criticized by others. While AR has been featured in several publications on research methods for applied linguistics, several perceived drawbacks of this approach have hindered its more widespread application and implementation. In order to promote the viability of AR, this paper highlights several benefits and reviews criticisms of both conceptual and practical limitations of this type of research. The paper then suggests practical solutions for overcoming these hurdles so that more teacher-researchers are able to undertake AR projects in their language classrooms. Examples from AR studies conducted by the author serve to exemplify ways in which these solutions can be applied in practice. The paper argues that AR is achievable for any teacher interested in improving their language classrooms and their professional teaching practices.
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Second Handbook of English Language Teaching pp 991–1005 Cite as
Action Research in English Language Teaching: Contributions and Recent Developments
- Anne Burns 2
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- First Online: 10 October 2019
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Part of the book series: Springer International Handbooks of Education ((SIHE))
Action research, as part of a more general movement toward “teacher research,” has become increasingly prevalent in the field of English language teaching (ELT) over the last two decades. It can be considered as a form of professional learning for language teachers which takes a socioconstructivist approach in which teachers are seen as agentive actors within their own social contexts. After providing an account of the conceptual features of action research and a brief overview of its origins, this chapter considers how it relates to other forms of research in ELT. It outlines the development of action research within the field of English language teaching. It then considers what various studies have shown about the impact of conducting action research on teachers. The chapter also considers some of the more recent initiatives that have contributed to the spread of this form of research in the field of English language teaching.
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- Language teaching
- Professional development
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Burns, A. (2019). Action Research in English Language Teaching: Contributions and Recent Developments. In: Gao, X. (eds) Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-02899-2_52
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PDF | Explains the concept of action research and summarises recent developments in this approach to research in the field of English language teaching. | Find, read and cite all the research you ...
This action research aims at developing an action plan to alleviate foreign language speaking anxiety, and accordingly improving speaking performance. The study, which is a collaborative action research type, was carried out of 19 prospective Chemical Engineering students at the CEFR-A1 level at Ege University School of Foreign Languages (EUSFL).
Action research has become increasingly prevalent in the field of English language teaching over the last two decades. It can be considered as a form of professional learning for language teachers which takes a socio-constructivist approach in which teachers are seen as agentive actors and investigators within their own social contexts.
research and more specifically on action research in English language teaching. In the field of English language education, action research is sometimes seen as part of a more general movement toward teacher research, where a variety of different approaches and terminology may be found. Borg (2013), for example, lists the
Although the concept of action research extends to many fields, such as health care (Koshy et al. 2011), business and management (Coghlan and Shani 2016), organizational and human development (Maurer and Githens 2010), and social work (Winter and Munn-Giddings 2001), the focus in this chapter is on educational action research and more specifically on action research in English language teaching.
1.1 Action research: a case study 7 1.2 A collaborative perspective on action research 12 1.3 Teachers' responses to action research 14 1.4 Summary 17 Group discussion tasks 18 2 Definitions and processes 20 2.1 Introduction 20 2.2 Quantitative approaches to research 21 2.3 Qualitative approaches to research 22 2.4 Action research 24
making sense of action research for further classroom action. Each chapter includes a variety of pedagogical activities: Bringing the 'how-to' and the 'what' together, Doing Action Research in English Language Teaching is the perfect text for BATESOL and MATESOL courses in which action research is the focus or a required component.
research while emphasising that before the 'action' that 'action research' implies, there is a need for a careful exploratory phase. Accordingly, a large part of the book takes you step by step through the careful exploration of a situation, only later coming to the 'action' phase which is normally associated with action research ...
etc.) whose effects need to be better understood. The researchers develop a viable plan for collecting the. The researchers develop a viable plan for collecting the data. necessary data. needed to illuminate the implementation of the operative theory. The researchers implement the new theory of action and.
By tracing action research literature across four subject areas—English language arts (ELA), mathematics, science, and the social studies—it reflects contemporary emphasis on these subjects in the public school "core" curriculum and professional development literature (Brady, 2010) and provides a basis for comparative analysis.The results contribute to the scholarship of teaching ...
The self-study framework grounds action research as one form of teacher-research, which has emerged as a methodology in educational research to help teachers engage in inquiry (Pinnegar & Hamilton, 2009). Action research is emancipatory because it "demands that practitioners take a hard look at the structures and social arrangements that ...
That the nature of action research is morally and emotionally acceptable to the English teaching community is made explicit when the influence of the 'personal growth' model on teachers' views of pedagogy is considered. An emphasis upon the individual learner (Pike, 2000c) and upon relationships (Pike, 2002a) is apparent for:
Research Studies. Action research is a relatively recent phenomenon in the field of English language teaching, having emerged in the literature predominantly since the late 1980s. In this article, I discuss the antecedents, definitions, processes, and purposes of action research in the field of English language teaching.
This paper studies the early formulation of the Action Research theory as suggested by Lewin in 1946. It covers its echo around the world, including main critiques against it, especially during the second half of the twentieth century. The paper also stresses the importance of using Action Research in education through studying the promising ...
Action research studies in education often address learners' needs and empower practitioners to effectively change instructional practices and school communities. A systematic review of action research (AR) studies undertaken in EFL/ESL setting was conducted in this paper to systematically analyze empirical studies on action research published within a ten-year period (between 2010 and 2019 ...
It was concluded that the area of action research is broad and many action kinds of research are being done cyclically in social science. As it is a buzz word in the field of education, particularly in English as a foreign language teaching, the practitioners are requested to connect the action research for the purpose of improving the teaching ...
research and more specifically on action research in English language teaching. In the field of English language education, action research is sometimes seen as part of a more general movement toward teacher research, where a variety of different approaches and terminology may be found. Borg (2013), for example, lists the
Action Research for Second Language Teachers: Going Beyond Teacher Research. G. Crookes. Linguistics, Education. 1993. In this paper the A. outlines the history of action research, and distinguishes between two kinds of action research, both of considerable importance and utility to the second language (SL) field. He….
The action research process described in this paper incorporates traditional outcome assessment where students produce some end product (projects, papers, presentations, exams, etc.), as well as, faculty and students' perspectives of the impact the learning activity had on the learning process. The purpose of this paper is to encourage ...
(1) General Assembly resolution A/73/L.40/Rev.1 adopted on 13 December 2018 decided that São Tomé and Príncipe and Solomon Islands will graduate six years after the adoption of the resolution, i.e., on 13 December 2024.
To facilitate adoption of the CRA provisions, these requirements need to be translated into the form of harmonised standards, with which manufacturers can comply. In support of the standardisation effort, this study attempt to identify the most relevant existing cybersecurity standards for each CRA requirement, analyses the coverage already offered on the intended scope of the requirement and ...