1) Teachers face challenges in conducting research due to heavy workloads and lack of time, funds, and support. However, action research (AR) provides an accessible way for teachers to research problems in their own classrooms and improve teaching in a collaborative manner. 2) The typical steps in AR involve identifying a problem, making a plan to address it, taking action such as collecting data, evaluating the effects of changes made, and communicating results to others. AR emphasizes reflection and iterative cycles to refine solutions. 3) There are increasing opportunities for teachers to publish and share the results of their AR, such as in TESOL journals or conferences. Resources are available to help teachers conduct exploratory AR and take their

1. From Classroom to Journal:
Action Research and the
Road to Publication
Robert J. Dickey
Keimyung University
November 9, 2019

2. Playing the Game

3. Research aims

4. Number Crunching?

5. What about…???
• Continuing Professional Development
(the big picture)
• Resolving Classroom Conundrums
• Improving our Teaching
• Modeling to Students
• Advancing the Science of Teaching
• ‘Bridging the gap’ between Research
and Practice…

6. Teach + Research in
difficult circumstances

7. Research assets (lack)
•
•
•
•
•

8. Research assets (lack)
• Time
• Research Funds
–Research Assistants
–Data collection costs
• Literature (library?)
• Statistical Analysis
• Publication Opportunities?

9. Univ. Faculty workload (time)

10. Teachers’ workload (time)

11. Teachers’ workload (time)

12. Literary Poverty
• Many submissions have poor
literature review and archaic style of
presentation (structures, terminology)
• Read contemporary literature before
research or writing
• Read the particular publication
you aim to publish in for their
style – and cite their articles!

13. Research frameworks

14. Research frameworks

15. Research frameworks

16. Research frameworks

17. Why AR ? .

18. Why AR (1)
“…academia has created rules that suit their
academics. Teachers outside of the academia
have other times and responsibilities… it is unfair
to ask teachers to adapt themselves to the
academic’s lifestyle when it comes to doing
research. Teachers are capable of researching
their own practice which should be done in a way
that fits the nature of their work” (Farrell, 2016e,
253).
– Farrell, T.S.C (2019). Standing on the Shoulders of Giants:
Interpreting Reflective Practice in TESOL. Iranian Journal of
Language Teaching Research 7(3), 1-14.

19. Why AR (2)
“Teaching is a learning profession, and if students
are conscious … that their teachers are learning
with them, from them, for them, through a form of
teacher research that involves learners as co-
participants and co-researchers, in this case
‘exploratory practice’, then this is likely to enhance
the affective dimensions of learning” (p. 3).
– Engaging language teachers in research: achieving
psychological and educational benefits. Mark Wyatt. In Teachers
engaging in research. 2016. Edited by Kenan Dikilitaş, Mark
Wyatt, Judith Hanks and Deborah Bullock. IATEFL. ISBN 978-1-
901095-84-5.

20. Explaining AR (1)
‘research by teachers for teachers and
their learners’ (emphasis added)
– Introduction. Empowering teacher-researchers, empowering
learners. Gary Barkhuizen, Anne Burns, Kenan Dikilitaş and
Mark Wyatt. 2018. IATEFL Research Special Interest Group.
ISBN 978-1-912588-11-4.

21. Explaining AR (2)
If AR “is going to make us even more
exhausted than we already are, then it
will not be a popular or successful
activity... It has to enrich our
professional life”.
– Introduction. Empowering teacher-researchers, empowering
learners. Gary Barkhuizen, Anne Burns, Kenan Dikilitaş and
Mark Wyatt. 2018. IATEFL Research Special Interest Group.
ISBN 978-1-912588-11-4.

22. Explaining AR (3)
• Energizing
• Empowering
• Enriching
• Collaborative
–Researching with others
–Sharing with others (“community of practice”)
• Understandings (problems and people)
–More than “knowing”

23. (Exploratory) Action Research
Publication /
“sharing”

24. Approaches in AR
Dozens (more) of AR designs

25. Approaches in AR (1)
• So many AR designs out there
(new paper, new book, new model?)
–Arguments for “collaborative” orientation
• Support system & Motivation
–Peers, and/or Students
–Arguments for “sustainable”
• Training systems (teaching teachers AR)
• Teacher practices (CPD, long-term aims)
• Institutional support?

26. Approaches in AR (2)
• “exploratory” action research is one
variation on the broad concept
–More suspicious of teacher’s initial
problem statement
–Encourages student involvement in
problem identification (survey?)
–Less dependent on literature to define a
problem and possible solutions
–Integrates Research within Teaching

27. Approaches in AR (3)
• Agreement:
Cyclical

28. Additional Elements in AR
• Research is Systematic
–Organized Process (method)
–Based on literature (more or less?)
• Pro-active Reflection
–Seek real problems
–Seek real solutions
–Reflect on actions
• Mentoring (?)

29. Steps in AR – 4 views

30. The (main) steps
1.
2.
3.
4.
5.

31. The (main) steps
1. Identify a problem
2. Make a plan
3. Take action (data collection and
prelim evaluation)
4. Evaluate the effect (Reflect)
5. Communicate the results
Dickey, R.J. (2001). Perspectives on action research [Review
essay]. The PAC Journal 1(1), 175-183.
https://web.archive.org/web/20090106112601/http://www.pac-
teach.org/jrnl-v1/pacj1-M.pdf

32. 1. Identify a problem
• Initially, could be (too) broad

33. 1. Identify a problem
• Initially, could be (too) broad
• What does literature suggest?
• Narrow the focus
• Invite students to help analyze the
problem (anonymous survey?)
• Do-able
–Time/Resources, Measurable, Engaging

34. issue prompts…
• The teacher’s own activities inside or outside the classroom
regarding teaching and learning practices
• The students’ activities and their reactions to these
teaching/learning practices
• What students do/don’t do in the classroom
• Why students show/do not show interest in their studies
• When students (do not) understand the subject matter
• What students say about their learning difficulties
• What other teachers do/don’t do to make their teaching and
learning more effective,
• What other teachers say about similar issues/challenges.
• And so on… Exploring for action, acting for change: stories of exploratory action research in
Nepal. Edited by Janak Singh Negi. 2019. Baitadi, Nepal: Support Society
Nepal. https://www.supportsocietynepal.org.np/publication/

35. Problems:
• My students do not understand the text
• My students do not appear to be interested in writing,
and they have difficulties in writing
• My students do not take part actively in group work
• My students are not motivated in the class
• My students do not get involved in class work
• I am not satisfied with my students' reading
• My students do not get involved in speaking activities
• My students do not speak in the class when I ask them a
question in English
• I have difficulties in managing a large class
Exploring for action, acting for change: stories of exploratory action research in
Nepal. Edited by Janak Singh Negi. © 2019. Baitadi, Nepal: Support Society
Nepal. https://www.supportsocietynepal.org.np/publication/

36. 2. Make a plan
1. Again, consider your resources
(research assets)

37. 2. Make a plan
1. Again, consider your resources
(research assets)
2. Methodology, consult the literature
3. Start small (1 class, 1 hour, 1 action?)
–Later “cycle” could test across more
classes / teachers
4. Set Measureable Objectives
5. Don’t exceed your “know-how”

38. 3. Take action
(data collection and prelim evaluation)
• Multiple cycles in with step 3, or steps
3+4

39. 3. Take action
(data collection and prelim evaluation)
• Multiple cycles in with step 3, or steps
3+4
• Document your “before,”
your actions, and your after
–Peer teacher views, video, charts, etc
• What does your data suggest, before
deeper analysis?

40. 4. Evaluate the effect
(Reflect)
1. Data analysis (as necessary)

41. 4. Evaluate the effect
(Reflect)
1. Data analysis (as necessary)
2. What does this data mean?
(evaluation against my objectives,
against the literature)
3. How do I think it changes things for
my classroom (and me) [Reflect]
4. Cycle back? (change something, redo)

42. 5. Communicate the results

43. 5. Communicate the results
• Staff Meetings, Poster Displays,
Conference Presentations,
Newsletters, Journal Articles
• Peer Review
–Others’ insights, Sharing, Psychological
rewards, Others’ benefit
• Academic Rewards
–Shorter papers, less rewards?

44. Opportunities

45. Opportunities
• TESOL/ELT Journals
–Teacher vs. Scholarly journals
–“Short Reports”
• AR Journals
–Have been “out of fashion”
–May be coming back
• Education Journals
• Conferences with affiliated journals

46. Exploratory Action Research
A handbook for exploratory action research. Richard Smith and Paula
Rebolledo. 2018. London: British Council. ISBN 978-0-86355-885-6.
https://www.teachingenglish.org.uk/sites/teacheng/files/pub_30510_BC
%20Explore%20Actions%20Handbook%20ONLINE%20AW.pdf

47. Exploratory Action Research

48. Some Resources
A collection of open-access books and
articles that could be helpful.
http://content-english.org/data/Action-Research

49. Hope this Helps!
Robert J. Dickey
robertjdickey@yahoo.com
From Classroom to Journal: Action
Research and the Road to Publication