Engaging in action research within the field of English language teaching offers a valuable opportunity t improve teaching abilities and develop a more profound comprehension of our roles as educators, the learning environments we facilitate, and the students we teach. This approach is closely linked to the principles of reflective practice and the idea of teachers as researchers, encouraging a methodical and critical examination of our individual teaching circumstances. Through action research, teachers take on the roles of investigators or explorers within their own teaching contexts, actively participating in the process.
The primary objective of action research is to identify challenging situations or topics that warrant further investigation in a thorough and systematic manner. This process involves engaging various stakeholders, including teachers, students, managers, administrators, or parents. The central concept of the action phase in action research is to intentionally intervene in the problematic situation with the aim of instigating changes and enhancements in practice, guided by carefully gathered information or data. Action research encompasses a range of interconnected and diverse objectives and contributions, rather than adhering strictly to a predetermined approach for resolving a technical problem in an individual classroom. For educators dedicated to professional development, action research offers an appealing avenue to delve into perplexing classroom issues and teaching dilemmas.
Kemmis and McTaggart propose that action research typically follows a cyclic process consisting of four main phases. The initial planning phase involves the identification of a problem or issue and the formulation of an action plan aimed at improving a specific aspect of the research context. In the subsequent action phase, carefully planned interventions are implemented within the teaching environment, prompting the questioning of assumptions and the development of innovative approaches. The observation phase involves systematically observing the outcomes of the implemented actions, documenting the context, actions taken, and the perspectives of those involved, while gathering relevant information. Finally, the reflection phase involves assessing and describing the impact of the actions, making sense of the experiences, and gaining a clearer understanding of the explored issue.
Action research is an interactive and hands-on methodology that prioritizes collaboration, practicality, and continuous learning. In contrast, traditional research is centered around generating novel knowledge, enhancing comprehension, or testing theories through structured and rigorous methodologies, with an emphasis on generalizability and theoretical progress. Traditional research is commonly carried out within academic or scientific environments and contributes to the broader understanding of a particular field.
Allwright (e.g., 1993) outlines a series of steps for conducting exploratory teaching, which can be summarized as follows:
Step 1: Identify an area that poses a puzzle or challenge.
Step 2: Refine your understanding and thoughts regarding that particular area.
Step 3: Choose a specific topic within that area to focus on.
Step 4: Discover suitable classroom techniques or methods to investigate the chosen topic.
Step 5: Adapt the selected techniques to address the specific puzzle you aim to explore.
Step 6: Implement the adapted techniques in the classroom setting.
Step 7: Analyze and interpret the outcomes resulting from the implementation.
Step 8: Determine the implications of the findings and plan accordingly for future actions.
The process of planning action research entails employing different steps and strategies, including keeping a free-writing journal, maintaining a teaching diary, brainstorming initial statements or questions, conducting observations, and considering personal teaching beliefs. When choosing a specific puzzle or issue to investigate, it is crucial to refine and specify it, ultimately formulating a research question that is clear and achievable.
In general, action research within the field of English language teaching offers a systematic and introspective method for educators to explore their instructional methods, tackle obstacles, and enhance their teaching techniques in partnership with fellow professionals within their unique teaching environments.
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