Action research in language teaching (Anne Burns)

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Introduction to action research summarised from Burns, 2005

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Action research in language teaching (Anne Burns)

  1. 1. Action research Burns, A. (2005). Action research: An evolving paradigm?. Language teaching,38(02), 57-74.
  2. 2. Introduction • a “quiet methodological revolution” • qualitative research (not experimental) • participative, naturalistic enquiry
  3. 3. • Aristotle, John Dewey • Lewin: • “research leading to social action” (1946) • “circle of planning, action and fact- finding about the result of the action”
  4. 4. Processes of action research • simultaneous focus on action and research • response to a perceived problem, puzzle or question • collaborative process
  5. 5. 4 movements plan action observation reflection
  6. 6. different phases exploring, identifying, planning, collecting data, analysing, hypothesising, intervening, observing, reporting, writing, presenting
  7. 7. • “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)
  8. 8. • 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

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