Action research is a participative, naturalistic form of inquiry that aims to simultaneously improve situations and generate new knowledge. It involves a collaborative process where practitioners systematically reflect on a problem or question in order to gain new understandings and bring about positive change. The process of action research follows a cycle of planning, action, observation, and reflection that is repeated in different phases as the researcher explores, identifies, plans, collects data, analyzes, hypothesizes, intervenes, observes, reports, writes, and presents findings. The goals of action research include reducing gaps between theory and practice, facilitating teacher development and research skills, and enhancing teachers' personal practical theories.

1. Action research
Burns, A. (2005). Action research: An evolving paradigm?.
Language teaching,38(02), 57-74.

2. Introduction
• a “quiet
methodological
revolution”
• qualitative research
(not experimental)
• participative,
naturalistic enquiry

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. Processes of action research
• simultaneous focus
on action and
research
• response to a
perceived problem,
puzzle or question
• collaborative
process

5. 4 movements
plan
action
observation
reflection

6. different
phases
exploring, identifying,
planning, collecting data,
analysing, hypothesising,
intervening, observing,
reporting, writing,
presenting

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. • 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