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ACTION RESEARCH Chapter 5 by Claudia Berenice Castro Medel. action…
ACTION RESEARCH
Chapter 5 by Claudia Berenice Castro Medel.
Definition.
Action research is integrated in our teaching. It is a way of ensuring that we continue to learn even as we teach.
Martin Parrot (1996)
It is research on the smallest scale
Individual teacher in classroom carrying out investigations into teaching and learning
In very specific contexts with very specific groups of learners
Carried out by reflective pratitioners
Involves taking action and systematically observing what follows.
Naturalistic paradigm of enquiry
Allows:-Professional fevelopment and enhancing competence.
Characteristics (Elliot, 1990)
Analyzes human actions and social situations that teachers-students experience
Uses an exploratory approach
Explains what happens in the classroom in relation to specific teaching contents
Interprets different classroom events from the point of view of those who take part
teacher-students:
beliefs
values
intentions
decisions
Uses direct simple language to explain analysed classroom situations
It could be worked alone
Stages in action research
4 classic developmental phases
Phase 1: Plan of action
Improve what is already happening
Identify and examine a puzzle or problem in teaching
Phase 2: Act to implement plan
Phase 3: Observe effects of action in context where occurs
Phase 4: Reflect on effects
Eight-stage by Cohen and Manion (1985)
S1: Identification, evaluation and formulation of the problem.
S2: Preliminary discussion and negotiation among interested parties to create a draft proposal
S3: Review of research literature and comparable studies
S4: Restament of the problem, or hypothesis formulation
Explicit discussion of assumptions underlying the project
S5: Selection of research procedures, allocation of resources, choice of materials and methods.
S6: Choice of evaluation procedures (continuous).
S7: Project implementation
Data collection, analysis, monitoring and feedback.
S8: Data intepretation, inferences to be drawn and overall project evaluation.
Nunan's Key Points (1992)
Teacher initiates research from a real classroom problem which needs to be confronted.
Real objective data is collected.
Research results are disseminated
Project takes form of ongoing cycle: teacher reflects, returns and extends to initial inquiry.
Reasons
A way of learning about learners
Reflect on teaching
means: show hands, questionnaires, interviews, journals
Reflecting and analysing self-teaching
Record lessons -Peer observation -Test-teach-test approach
A variety of approaches to cater varied learners' styles
Less rigorous research methods
Opens up dialogue
A way of monitoring and evaluating innovation
Incorporates change
Criticism of action research
Reliability
Consistency of results obtained from research
Replicability
The same piece of research could be carried out with another group and provide similar results
Validity
Establish to what extent research really investigates what researcher wants to
Lack of attention to
validity
reliability
replicability
Limited scope
not facts or universal truths about language teaching
Parrot (1996) "aim of AR is to learn about ourselves, out teaching, our learners and their learning at the moment".
Mind Map Chapter 6 by Claudia Berenice Castro Medel
