Publication Cover
Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 31, 2023 - Issue 4
246
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Action research and the deferred hopes for just research at the TESOL grassroots

ORCID Icon
Pages 728-744 | Received 27 May 2020, Accepted 01 Sep 2021, Published online: 17 Oct 2021

References

  • Adelman, C. 1993. “Kurt Lewin and the Origins of Action Research.” Educational Action Research 1 (1): 7–24. doi:10.1080/0965079930010102.
  • Altrichter, H., S. Kemmis, and R. McTaggart. 2002. “The Concept of Action Research.” The Learning Organization 9 (3): 125–131. doi:10.1108/09696470210428840.
  • Anderson, G. L. 1989. “Critical Ethnography in Education. Origins, Content, Current Status and New Directions.” Review of Educational Research 59 (3): 249–270. doi:10.3102/00346543059003249.
  • Ávila Daza, N. P., and S.J. Garavito. 2009. “Parental Involvement in English Homework Tasks.” Profile 11 (2): 105–116.
  • Andrew, M. B. 2017. “Using Innovation and Action Research to Build TESOL Teacher Capacity in Vietnam.” International Journal of Language Education 12: 17–28. doi:10.26858/ijole.v1i2.4311
  • Baily, M.K. 2001. “Action Research, Teacher Research, and Classroom Research in Language Teaching.” In Teaching English as a Second or Foreign Language, edited by M. Celce-Murcia, 489–498. USA: Heinle and Heinle Thomson Learning.
  • Banegas, D., and L.S. Villacañas de Castro. 2019. “Action Research.” In The Routledge Handbook of English Language Teacher Education, edited by S. Walsh and S. Mann, 570–582. London/New York: Routledge.
  • Borg, S. 2006. Investigating English Language Teaching and Learning in Oman. Muscat: Ministry of Education.
  • Boydston, J.A., ed. 1983. The Collected Works of John Dewey, the Middle Works, 18991924, 1907–1909. Vol. 4. Carbondale: Southern Illinois University Press.
  • Burns, A. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.
  • Burns, A. 2010. Doing Action Research in English Language Teaching. New York and London: Routledge.
  • Burns, A. 2012. “Teacher Research in a National Programme: Impact and Implications.” Cambridge ESOl: Research Notes 48: 3–6.
  • Cardenas, M.L. 2019. ““Huellas De La Primera Publicación En Un Docente De Ingles: Un Relato De Vida” [The Imprint of the First Publication on an English Teacher: A Life Story].” Folios 49: 161–167.
  • Cardenas, M.L., and I. Rainey. 2018. “Publishing from the ELT Periphery. The Profile Journal Experience in Colombia.” In Global Academic Publishing. Policies, Perspectives and Pedagogies, edited by M. J. Curry and T. Ellis, 151–165. Bristol, UK and Blue Ridge Summit, PA USA: Multilingual Matters.
  • Carr, W., and S. Kemmis. 1986. Becoming Critical: Education, Knowledge, and Action Research. Philadelphia: Falmer.
  • Ҫelik, C., and K. Dililitaş. 2015. “Action Research as a Professional Development Strategy.” In International Perspectives on Teacher Research, edited by S. Borg and S. Sánchez, 125–138. Basingstoke: Palgrave.
  • Chadwick, S. 2016. “Changing Histories: Strengthening Teacher Agency and Improving Education through Action Research in Botswana.” Educational Action Research 25 (5): 755–769. doi:10.1080/09650792.2016.1235502
  • Crookes, G. 1993. “Action Research for Second Language Teachers: Going beyond Teacher Research.” Applied Linguistics 14 (2): 130–144. doi:10.1093/applin/14.2.130.
  • Darwin, S., and M. Barahona. 2019. “Can an Outsider Become an Insider? Analysing the Effect of Action Research in Initial EFL Teacher Education Programs.” Educational Action Research 27 (5): 709–725. doi:10.1080/09650792.2018.1494616.
  • Dehghan, F., and R. Sahragard. 2015. “Iranian EFL Teachers’ Views on Action Research and Its Applications in Their Classrooms: A Case Study.” Journal of Teacher Education and Educators 4 (1): 39–52.
  • Dikilitaş, K., and C. Griffiths. 2017. Developing Language Teacher Autonomy through Action Research. Switzerland: Palgrave Macmillan.
  • Edge, J., and K. Richards, edited by. 1993. Teachers Develop Teachers Research. Papers on Classroom Research and Teacher Development. Oxford: Heinemann.
  • Elliott, J. 1988. Action Research for Educational Change. Milton Keynes: Open University Press
  • Eryilmaz, R. 2017. “English Teachers’ Research Reticence: A Multiple-Case Study.” In Developing Language Teacher Autonomy through Action Research, edited by K. D Dikilitas and C. Griffiths, 252–256. Switzerland: Palgrave Macmillan.
  • Fang, X. 2012. Teaching the New English Curriculum: An Ethnographic Study in a Chinese High School. In Innovating EFL Teaching in Asia edited by T. Muller, S. Herder, J. Adamson & P. Shigeo Brown, 9–23. Basingstoke and New York: Palgrave Macmillan
  • Fine, M. 2018. Just Research in Contentious Times. Widening the Methodological Imagination. New York: Teachers College Press.
  • Freeman, D. 1998. Doing Teacher Research. Boston: Heinle and Heinle Publishers.
  • Freire, P. 2000. Pedagogy of the Oppressed. London and New York: Bloomsbury.
  • Freire, P., and D. Macedo. 1995. “A Dialogue: Culture, Language and Race.” Harvard Educational Review 65 (3): 377–403. doi:10.17763/haer.65.3.12g1923330p1xhj8.
  • Guerrero Nieto, C.H., and A. Quintero. 2021. “Elementary School Teachers in Neoliberal Times: The Silent Voices that Make Educational Policies Work.” Profile 23 (1): 27–40. doi:10.15446/profile.v23n1.83052.
  • Gupta, D. 2004. “Interactive Communication and the Young Indian Learner.” Profile 5: 29–36.
  • Hassanova, D., and T Shadieva. 2008. “Implementing Communicative Language Teaching in Uzbekistan.” TESOL Quarterly 42 (1): 138–143. doi:10.1002/j.1545-7249.2008.tb00215.x.
  • Holliday, A. 1992. “Tissue Rejection and Informal Orders in ELT Projects: Collecting the Right Information.” Applied Linguistics 13 (4): 403–424. doi:10.1093/applin/13.4.403.
  • Hong, E., and L. Rowell. 2019. “Challenging Knowledge Monopoly in Education in the U.S. Through Democratizing Knowledge Production and Dissemination.” Educational Action Research 27 (1): 125–143. doi:10.1080/09650792.2018.1534694.
  • Katsarou, E. 2017. “The Multi-paradigmatic Character of Contemporary Educational Action Research: A Promising Perspective or an Underlying Threat?” Educational Action Research 25 (5): 673–686. doi:10.1080/09650792.2016.1241184.
  • Kemmis, S., and R. McTaggart. 1988. The Action Research Planner. Geelong, Victoria, Australia: Deakin University Press.
  • Kumaravadivelu, B. 2006. “TESOL Methods: Changing Tracks, Challenging Trends.” TESOL Quarterly 40 (1): 59–81. doi:10.2307/40264511.
  • Lamb, M. 2020. “The Hornby Scholars Panel Presentation: Addressing Challenges in Resource-poor Contexts in the Global South.” IATEFL 2019 Liverpool Conference Selections, 60–64. Hampshire: Pilgrims.
  • Lewin, K. 1946. “Action Research and Minority Problems.” Journal of Social Issues 2 (4): 34–46. doi:10.1111/j.1540-4560.1946.tb02295.x.
  • Lewin, K. 1948. Resolving Social Conflicts. New York: Harper.
  • Li, D. 2001. “Teachers’ Perceived Difficulties in Introducing the Communicative Approach in South Korea.” In Innovation in English Language Teaching, edited by D.R. Hall and A. Hewings, 148–168. London: Open University, Routledge, Macquire University Sydney.
  • Lie, A. 2007. “Between the Commitment to Competence.and the Quest for Higher Test Scores.” TEFLIN Journal 18m (1): 1–14.
  • McGee, A. 2008. “Critical Reflections of Action Research Used for Professional Development in a Middle Eastern Gulf State.” Education Action Research 16 (2): 235–250. doi:10.1080/09650790802011882.
  • Mehrani, M.B. 2017. “A Narrative Study of Iranian EFL Teachers’ Experiences of Doing Action Research.” Iranian Journals, LTR 5 (1): 93–112.
  • Murray, N. 1998. “Comment: A Conundrum for Language Teaching.” English Language Teaching Journal 52 (2): 154–155. doi:10.1093/elt/52.2.154.
  • Nawab, A. 2017. “What Difference Could In-service Training Make? Insights from a Public School of Pakistan.” Teacher Development 21 (1): 142–159. doi:10.1080/13664530.2016.1207094
  • Nunan, D. 1992. Research Methods in Language Learning. Cambridge: Cambridge University Press.
  • Ortega, L. 2012. “Epistemological Diversity and Moral Ends of Research in Instructed SLA.” Language Teaching Research 16 (2): 206–226. doi:10.1177/0267658311431373.
  • Phillipson, R. 1992. Linguistic Imperialism. Oxford: Oxford University Press.
  • Quintero Corso, J., and O. Ramírez Contreras. 2011. “Understanding and Facing Discipline-Related Challenges in the English as a Foreign Language Classroom at Public Schools.” Profile 13 (2): 59–72.
  • Rainey, I. 2000. “Action Research and the EFL Practitioner: Time to Take Stock?” Educational Action Research 8 (1): 65–92. doi:10.1080/09650790000200112.
  • Rainey, I. 2005. “EFL Teachers’ Research and Mainstream TESOL: Ships Passing in the Night?” Profile 6: 7–22.
  • Rainey, I. 2011. “Grassroots Action Research and the Greater Good.” Profile 13 (1): 31–54.
  • Rainey, I. 2018. EFL in the Secondary School Sector. Grassroots Teachers’ Realities, Research and Practices. California: CreateSpace Independent Publishing Platform.
  • Rouf, A., and A. Rashid Mohamed. 2017. “Secondary EL Teachers’ CPD: Present Practices and Perceived Needs.” Journal of NELTA 21 (1–2): 1–12.
  • Rubdy, R. 1998. “Review of Voices from the Language Classroom.” Applied Linguistics 19 (2): 272–292. doi:10.1093/applin/19.2.272.
  • Sakui, K. 2004. “Wearing Two Pairs of Shoes: Language Teaching in Japan.” English Language Teaching Journal 58 (2): 155–163. doi:10.1093/elt/58.2.155.
  • Sánhez Solarte, A.C., and G. V. Obando Guerrero. 2008. “Is Colombia Ready for ‘Bilingualism’?” Profile 9: 181–196.
  • Schön, D.A. 1987. Educating the Reflective Practioner. Towards a New Design for Teaching and Learning in the Profession. San Francisco: Jossey Bass.
  • Sheen, R. 1994. “A Critical Analysis of the Advocacy of the Task-based Syllabus.” TESOL Quarterly 28 (1): 127–151. doi:10.2307/3587202.
  • Smith, R., and P. Rebolledo. 2018. A Handbook for Exploratory Action Research. London: British Council.
  • Somekh, B. 1993. “Quality in Action Research. The Contribution of Classroom Teachers.” In Teachers Develop, Teachers Research, edited by J. Edge and K. Richards, 26–38. Oxford: Heinemann.
  • Somekh, B. 2006. Action Research: A Methodology for Change and Development. England: Open University Press, Milton Kings.
  • Somekh, B., and K. Zeichner. 2009. “Action Research for Educational Reform: Remodelling Action Research Theories and Practices in Local Contexts.” Educational Action Research 17 (1): 5–21. doi:10.1080/09650790802667402.
  • Stenhouse, L.A. 1975. An Introduction to Curriculum Research and Development. London: Heinemann.
  • Stringer, E.T. 1999. Action Research. 2nd ed. Thousand Oaks, California: Sage.
  • Tanaka, T. 2009. “Communicative Language Teaching and Its Cultural Appropriateness in Japan.” Doshisha Studies in English 84: 107–123. doi:10.14988/pa.2017.0000011695.
  • Thorne, C. 2006. “Action Research for Busy Language Teachers: Information for the First-time Researcher.” In Action Research in English Language Teaching in the UAE, edited by E. Warne, M. O'Brien, A. Syed snd M. Zuriek, 75–88. Abu Dhabi: Higher Colleges of Technology Press.
  • Thorne, C., and Q. Wang. 1996. “Action Research in Language Education.” English Language Teaching Journal 50 (3): 254–261. doi:10.1093/elt/50.3.254.
  • Valencia, M. 2013. “Language Policy and the Manufacturing of Consent for Foreign Intervention in Colombia.” Profile 15 (1): 27–44.
  • Wallace, M. 1998. Action Research for Language Teachers. Cambridge: Cambridge University Press.
  • Wedell, M., and A. Malderez. 2010. Understanding Language Classroom Contexts: The Starting Point for Change. London, New DelhiNew York, Sydney: Bloomsbury.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.