Action research

Action research

1. Definition

   • It is what the reflective practitioner actually does in the classroom.
   • It is typically direct intervention with only limited possibilities for control.
   • Provides
     • taking an action and systematically observing what follows

2. Characteristics

   • Elliot (1990)
     • - It analyses the human actions and social situations . - It uses an exploratory approach. - It aims to explain what happens in the classroom in relation to specific teaching contents. - It interprets different classroom events. - It uses direct simple language
   • KEMMIS AND MCTAGGART (1988)
     • 3 characteristics
       • 1. It is carried out by classroom teachers rather by than outside researchers
       • 2. It is collaborative
       • 3. It is aimed at changing things
   • Cohen and Manion (1985)
     • Action research is primarily situational, as it is concerned with the solution of problems in a specific context.

3. 4 Phases

   • PHASE 1: Develop a plan of action to:
     • a) improve what is already happening
     • b) identify and examine a “puzzle” or problem area in your teaching.
   • PHASE 2: Act to implement the plan.
   • PHASE 3: Observe the effects of action in the context in. which it occurs.
   • PHASE 4: Reflect on these effects.

4. 8 Stages COHEN AND MANION (1985)

   • STAGE 1. The identification, evaluation and formulation of the problem.
   • STAGE2. Preliminary discussion and negotiations amongst interested parties
   • STAGE 3. Review of research literature and comparable studies.
   • STAGE 4. Restatement of the problem, or formulation of a hypothesis
   • STAGE 5. Selection of research procedures, allocation of resources, choice of materials and methods, etc.
   • STAGE 6. Choice of evaluation procedures -bearing in mind that evaluation will be continuous.
   • STAGE 7. The implementation of the project itself, including data collection and analysis, monitoring and feedback.
   • STAGE 8. The interpretation of the data; inferences to be drawn; overall project evaluation.

5. Purposes

   • 1 . A WAY OF LEARNING ABOUT OUR LEARNERS
   • 2. REFLECTING AND ANALYSING OUR TEACHING
   • 3. A WAY OF MONITORING AND EVALUATING INNOVATION

6. CRITICISMS

   • centred around its lack of vigorous attention to
     • RELIABILITY
       • refers to the consistency of results obtained from research
     • VALIDITY
       • seeks to establish to what extent the research really investigates what the researcher wants it to.
   • it is unable to provide 'facts' or universal truths about language teaching

7. Bibliography: For the information/quotes taken from the anthology given. Class Anthology (2020). IEXPRO University

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