Action research in Applied Linguistics

1. RESEARCH
Week 2

2. What is Action Research?
Action Research is a
disciplined process of
inquiry conducted by and
for those responsible for
taking action . . . to assist
them in improving and/or
refining their actions.
ACTION
RESEARCH
What is Action Research?

3. “The process by which practitioners attempt
to study their problems scientifically in order
to guide, correct, and evaluate their decisions
and actions.”
Stephen Covey (1953)
WHAT IS ACTION RESEARCH?

4. Action research (AR) … is distinguished by
its emphasis on “teacher action”
Action research, as the name implies,
places a strong emphasis on “action.” In
particular, the anticipated outcome of
action research is a change in one's
practice.
WHAT IS ACTION RESEARCH?

5. Action research is a cyclical process with
four distinct phases per cycle: plan, act,
observe, and reflect. The outcomes from
one cycle are used as the basis for
continued exploration of practice in the
following cycle. Thus, each cycle
potentially leads to new understandings of
practice.
WHAT IS ACTION RESEARCH?

6. One of the greatest appeals of action
research is tangible improvement in
practice with direct benefits for both the
teacher and the students. One of the
earliest attempts to articulate action
research as a form of inquiry was by Lewin
(1946). Other useful references for AR
include:
WHAT IS ACTION RESEARCH?

7. WHAT IS ACTION RESEARCH?

8. WHAT IS ACTION RESEARCH?

9. Building the Reflective Practitioner:
Systematically using data to investigate
factors affecting school effectiveness,
teaching, and learning fosters
continuous professional growth and
development
Purpose of
Action Research . . .

10. Making Progress on
School-wide Priorities:
When a staff shares a commitment to achieving
excellence with a specific focus on pedagogical issues,
then collaboratively studying their practice will not
only contribute to the achievement of the shared goals
but also has a powerful impact on teambuilding and
program development.
Purpose of
Action Research . . .

11. Purpose of
Action Research . . .
Building Professional Cultures:
• Helps transform schools into a learning organization
by engaging in independent and collaborative
research and share findings with colleagues as a
learning community
• Team Learning
• Multiple action research inquiries occurring
simultaneously

12. The 7-Step
1. Selecting a Focus
• Selecting elements of school and
instructional practice or aspects of student
learning that are worthy of investigation as
areas for improvement
• Writing a problem statement that clearly
articulates the issues and problems related
to the selected focus
Action
Research
Process

13. The 7-Step
Action Research Process . . .
2. Clarifying Theories
Review of the research and literature
to identify the values, beliefs,
theoretical perspectives, and effective
strategies and practices related to the
selected focus for the action research
project.
Action
Research
Process

14. The 7-Step
Action Research Process . . .
3. Identifying Research Questions
• Formulating a set of clearly defined and
well articulated research questions
related to the problem statement that
will guide the inquiry
Action
Research
Process

15. The 7-Step
Action Research Process . . .
4. Collecting Data
• Reasonable validity (the information represents
what the researchers say it does) and reliability
(the researchers are confident about the accuracy
of the data based on consistent results)
• Techniques used to collect data are aligned
appropriate for the unique characteristics of the
school and student population
Action
Research
Process

16. The 7-Step
Action Research Process . . .
5. Analyzing Data
• Not reliant on complex statistical
calculations
• User-friendly procedures help
practitioners systematically identify trends
and patterns in action research data
Action
Research
Process

17. The 7-Step
Action Research Process . . .
6. Reporting Results
• Sharing action research supports
collegiality and professional contribution
to the collective knowledge base
regarding school improvement, teaching,
and learning
Action
Research
Process

18. The 7-Step
Action Research
Process . . .
7. Taking Informed Action
Action Planning for the improvement of
schools, teaching, and student learning based
on data analysis that systematically leads to
logical findings and informed conclusions
upon which one can base actions

19. Choosing An
Action
Research Topic
Selection of an appropriate research topic
should meet three criteria:
• Involves an issue within the scope of the researcher’s
authority (educational leadership, teaching, and
learning)
• Addresses a matter that the educator is personally
and passionately concerned about
• Involves a matter that will lead to improvement of
schools, teaching, and learning

20. Formulating concise questions that address the
following:
Who is affected by the problem? (target populations)
What is the nature of the problem? (organizational,
instructional, etc.)
What is the suspected cause of the problem?
What, if anything, is intended to address the problem?
What is the primary goal for improvement?
What do you need or want to know about the problem?
ฤ

21. Formulating concise questions that address
the following:
Who is affected by the problem? (target
populations)
What is the nature of the problem?
(organizational, instructional, etc.)
What is the suspected cause of the problem?
What, if anything, is intended to address the
problem?
What is the primary goal for improvement?
What do you need or want to know about the
problem?
Data Collection to
Answer Research
Questions. . .

22. Data Collection to
Answer Research
Questions. . .
• First, look for data where it already exists.
• Think of data as artifacts of evidence of existing conditions.
• Consider various types of data to ensure a comprehensive
view of what currently exists.
• Develop a plan for data collection and analysis.
• Respect confidentiality and individual privacy as appropriate.

23. Types of Data . . .
Student Records
Teacher Records
Test Data
Observational Data (i.e. journals,
open-ended and predefined
observation checklists)
Anecdotal Data
Rating Scales

24. Creating Data
Collection Instruments to
Answer Research
Questions . . . . .
• Shadowing (observing
things from another
person’s perspective)
• Rating Scales & Rubrics to
assess student work
• Teacher and Student
Journals Logs

25. Probes...
Digging deeper to find out what is
going on under the surface:
Written Surveys
Individual Interviews
Focus Group Interviews

26. Building a Valid & Reliable
Data Collection Plan . . .
Ensuring Validity
Are there any factors or intervening variables that should cause me to
distrust this data?
Ensuring Reliability
Is this information an accurate representation of reality?
Can I think of any reasons to be suspicious of its accuracy?
Triangulation
Use of multiple independent data sources to establish truth and accuracy

27. Data Analysis . . .
Based on your Triangulated Data Collection Plan and Matrix, answer
two key questions:
What is the story embedded in my data?
What factors significantly influenced this story?

28. Analysis of
Action Research . . .
Raw data can be enormous in scope and requires organization:
Coding and characterizing data (sorting into categories)
Using an Analysis Matrix to sift through and organize data
Make a List of Findings as narrative, factual statements that
surfaced during during data sorting
Organize Findings according to Research Questions

29. Checking data
When data analysis is nearly complete, an additional validity
check is needed:
“Member Checking” -- asking the members of the population
being studied for their reaction to the findings

30. Revisiting your
Data…
After “member checking”, it is time to consider your original
theory and contrast it with your data and findings
Revise your theory as needed

31. Action Planning . . .
Given what I now know, what should I do?
• Develop your action plan as an improvement plan for the
school, and for teaching and learning based on your data
and findings

32. Action Research
Report . .
• Executive Summary
• Narrative (Problem Statement, Research Questions,
Methodology, Relevant Research and Literature, List of
Findings and Conclusions, Action (Improvement) Plan
• Presentation of Data (may be included in narrative or
appendices, e.g. charts, graphs)

33. Dissemination . . .
Key questions for sharing with the professional community:
• Why are you interested in this topic?
• What are significant factors regarding the setting where the research was
conducted?
• What were the research questions that guided the study?
• What were your judgments based upon? What techniques were used to collect
and analyze data?
• How did the data analysis inform your conclusions?
• What did you learn?
• What are you planning to do now?

34. • typically focuses on a single issue in the
classroom
• may seek solutions to problems in classroom
management, instructional strategies, use of
materials or student learning
• teacher has support of principal, supervisor,
instructor, parents and others
• This is a personal approach to the professional’s
work situation.
Individual Teacher Research:
Types of Action Research

35. In summary

36. Types of Action Research
• Individual Teacher Research:
–typically focuses on a single issue in the classroom
–may seek solutions to problems in classroom management, instructional
strategies, use of materials or student learning
–teacher has support of principal, supervisor, instructor, parents and
others
–This is a personal approach to the professional’s work situaiton.

37. What is Action Research?
• Participants examine their own educational
practice.
• Systematic
• Based on these assumptions:
–Educators work best on issues they have identified.
–They become more effective, when examining and
assessing their own work.
–They help each other by working cooperatively.
–This process and cooperative work helps them in
their professional development.

38. Types of Action Research
•School-wide (or department-wide):
–asks a broader fundamental question
–seeks to identify an issue within the greater culture
–Teams of staff members are researchers.
–Teamwork and individual contributions are valuable parts.
–Accordingly, ownership of the process and problem is
shared.

39. Types of Action Research
•District-wide:
–utilizes many resources; is most complex
–rewards can be great (district change)
–requires greater “buy-in”
–The involvement of multiple constituent groups
lends energy and can create an environment of
genuine stakeholders.

40. The Action Research Cycle
•Identification of the problem or area
•Posing an essential question for research and
investigation
•Collection and organization of data
•Analysis and interpretation of the data
•Take action based on the data.
•Reflect on the outcome; make adjustments.

41. Identify a Problem for Action Research
•Make sure the problem is meaningful and doable in the
confines of daily work.
•Pose a higher order question.
•Use common language; avoid jargon.
•Be concise.
•The question must be meaningful.
•There should not already be an answer to the question.

42. Gather Data with Collection Tools
• interviews
• portfolios
• diaries
• field notes
• audio tapes
• photos
• memos
• questionnaires
• focus groups
• anecdotal records
• checklists
• journals
• individual files
• logs of meetings
• videotapes/CDs
• case studies
• surveys
• records--tests, report cards
• attendance
• self assessment
• samples of student work
• projects, performances
Select the data and collection tools that are most appropriate for the issue being researched.

43. Structure the Data
•Organize that data into meaningful information.
•Use at least 3 sources.
•Triangulate the data; point to an outcome.
•Identify trends and themes

44. Interpret the data
•Analyze and interpret major themes/trends.
•Quantify the results in charts or tables.
•Data that is not appropriate for chart form
should be reviewed holistically.
•Make logical conclusions from the evidence.

45. Act on the Evidence
• Using the information from your data collection and your
review of the current literature:
–Design a plan of action.
–Make a change and study that change.
–Select only one variable for validity.
–Continue to document; collect data.

46. Evaluate Results
•Assess the effects of your intervention.
•Determine if improvement occurred.
•Isolate the evidence that supports
improvement.
•If no, what adjustments can be made to elicit
better results.

47. Next Steps
•Identify additional questions raised by the
data .
•Plan for additional improvements.
•Make revisions or additions to your study.
•Form additional collaborations.
•Continue the inquiry process.

48. Benefits of Action Research
•Provides a focus on school issues or problem or areas
of collective interest.
•Form of professional development
•Supports meaningful collegial interactions
•Has potential to impact school change
•Promotes self reflection on professional practice
•Improves communications on professional issues

49. True or false
True or False:
Action research in TESOL typically involves teachers conducting systematic inquiry in their
own classrooms.
Answer: True

50. True or false
True or False:
The core principle of using open-response questionnaires in action research is to gather
quantitative data for statistical analysis.
Answer: False

51. True or false
True or False:
Data collection methods in action research may include surveys, interviews, and student
work samples, but not classroom observations.
Answer: False

52. True or false
True or False:
Introspective techniques in action research involve individuals reflecting on their own
thoughts and cognitive processes related to language learning or teaching.
Answer: True

53. True or false
True or False:
Action research is a one-time, linear process without room for reflection and iteration.
Answer: False

54. True or false
True or False:
Action research primarily focuses on addressing broader educational policies and systemic
issues, rather than specific classroom challenges.
Answer: False

55. True or false
True or False:
The primary objective of action research is to publish academic papers and contribute to
scholarly journals.
Answer: False

56. True or false
True or False:
Action research allows teachers to take an active role in improving their teaching practices
and fostering a sense of ownership in the classroom.
Answer: True

57. True or false
True or False:
Language proficiency tests are not suitable for data collection in action research because they
only provide qualitative data.
Answer: False

58. True or false
True or False:
The iterative nature of action research encourages teachers to revisit and refine their
research question, methods, and interventions based on ongoing reflection and data analysis.
Answer: True

59. Sources