Action Research

Action Research - From Inquirv r to Understanding Teach'er

Practices
Azizah Atan @ Abdullah

(l,arrrb 1995:72) The problem might be due to the fact that we may lind them to be theoretically sound but as stated by Stringer (1996: ix), "lt should be apparent by now that generalised, one-size fits-all solutions do not work without intimate knowledge of local context." The answer to how to improve our daily teaching and students' learning might just be the invoivement in action research (AR).

Abstract: The involvement in the process of Action Research is

a powerful route for their own professional development. This article aspires to provide an accessible overview of theoretical perspectives on action research, especially, to provide a practical
introduction from the teacher,s point of view.
seen both as a way ofstrengthening teachers' research skills and as

WHAT IS ACTION RESEARCH?

Figure

provides a brief summary of the various definitions of

Figure

action research.

Keywords: Action research, classroom inquiry, professional

development.

Definitions of Action Research

INTRODUCTION
currently, many teachers see educational research as having little to do with improving their daily practices. This belief is due to the fact that much existing research fails to communicate the relevance of research results to teachers. Being .ordinary teachers,, we often do not know of the research, let alone value its relevance and worth. The question of how to bring about lasting and meaningful change in Malaysian schools is one of the most enduring and perplexing issues in our educational system. Any form of innovation or change is usually presented and conducted in the form ofshort in-serviceteacher (INSET) courses which last from a few days to two weeks, typical of the cascade training strategy. we are usually exposed to a great amount of new information and ideas and expected to disseminate and implement these ideas at school level. Seemingly endless amounts of money, time and efforts have been invested in the dissemination and implementation of centralised policies but very few of the ideas presented in these courses are taken up in the way anticipated, mainly due to the mediating effects of our own beliefs about teaching and learning.

......AR applies a systematic process of investigating practical issues concerns which arise within a particular social context. The process is undertaken with a view to involving the collaboration of the participants in the context in order to provide evidence that can

or

point to change.

(Bums 1999:31)

AR involves the collection and analysis of data related to

some aspect ofour professional practice. This is done so we can reflect on what we have discovered and apply it to our professional action.

(Wallace 1998: 16/17)

AR . . ..is initiated and carried out by the practitioner.

(Nunan 1993:42)

AR is simply a form of self-reflective enquiry undertaken by

participants in social institutions in order to improve the rationality and justice of their own practices, their understandings of these practices and the situations which the practices are carried out.

(Can and Kemmis 1986:162) These definitions suggest a number of cornmon feafures which can be considered to characterise AR: . It involves a personal process of inquiry . AR is contextual, small-scale and localised

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Acticrn Research

. Changes are based on the collected information or data . It is evaluative and reflective as it aims to bring about change . It identifies and investigates problems within a specific
situation

efrfectiveness of the school has to be delivered at the classroom level, in the actual teaching and leaming encounters.

MAKING A DIFFERBNCE
What do the features of AR rnean to teachers? AR presents an emergent link between the processes of self-inquiry in coming to grips with our day-to-day teaching lives because AR passes the control of practice over to individual teachers in a specific setting. The nature of traditional research is that theory informs practice. 'Outsider researchers' have a tendency to suggest idealised classroom practices, without paying much focus on their relevance nor of the 'harsh' realities facing teachers everyday. Unfortr"rnately, there often seems to be an unbridgeabl e gap between theory and practice. Carr and Kemmis (19g5) cite evidcnce showing that teachers regard theory and research as esoteric activities 'having little to do with their everyday practical concerns.'(Carr and Kemmis 1985:8) Similarly, Beasley and
Riordan (1981) report that: the gulf between research bodies and the teaching profession has ensured that many research programmes are not related

The most salient distinction between AR and other forms of research is that it is initiated and carried out by the teacher practitioner. (Nunan: 1993: 42) Action research simply means research that is done by teachers about their own practices. Although, thele are rnany definitions of action-l'esearch to be tbuncl in the liter:iture, perhaps one ol' the most usel'ul is provided by Oberg & ivlcCutcheon (1987) who defltre action researr-.h as "any sy'stematic inqriiry, large or small, conducled by prol'essionals and lbcusing on some aspects of their practice in orcler to find out more about it. and eveuttrally to act in ways they see as better or lnore el'leclive". (Obery & N{cCutcheon 1987: I I 7.) AR is also use{iul as an evaluative tool, which can assist in self-evaluation whether the "self' be an individual or an institution because it seeks to derive principles for action from the classroom itself.

HOW DO WE DO ACTION RESEARCH?

A helpful first
step learning to do action research is to gain an overview of the various related research processes and methods. Within this brief opportunity, I wish to present guidelines for you to

professional concems and interests of teachers and students. The tacit knowledge of teachers is devalued. The primary audience for research has been the research community not the practising teacher. Not surprisingly, we the practising teachers have come to distrust and reject theoretical research. (Beasley and Riordan, 198 1 : 60) With the emergence of the AR paradigm, we can develop our own understanding of our teaching practices and to turn them into a form of research. This process of working from practice to theorising about our work emphasises the need for teachers' conscious understanding to be placed at the centre of explanations of educational practice. This need is emphasised because the
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to

explore your leamers and your teaching. However, it must be remembered that there is no deftnitive model on how to conduct AR. It should be seen as flexible: we can make our own different combinations of methods and interpretations of what is appropriate in our own circumstances. In real life research projects, "it is perfectly legitimate to follow a somewhat disjointed process if circumstances dictate." (Kember & Kelly 1993:7) Action research projects are more likely to be less straightforward than any research framework would suggest.

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Action Rcscarch Figure 2 The Teacher-Research Cycle (from Freeman, D., 1996: 38)

THE BLEMBNTS OF THE TEACHER.RESEARCH CYCLE

The framework in Figure 2 is meant to help you organise your investigation. It provides an overview of the diffelnt phases involved in the research process. The six elements as seen in Figrr.e 2 serve to assist us in organising our steps as we enter into AR, a form of teacher-research. The Inquiry Phase involves speculating about why something happens in the classroom and why it happens. This triggers our minds to investigate and find out more about something in our classroom, our students or whether a particular teaching technique has an effective impact on their learning. (euestion/puzzle phase; Having identified a researchable aspect of the classroom, we then have to begin data collection. I have included an overview of data collection techniques available as a teacher-researcher in Appcndix I and Appendix 2 presents sample case studies to dcrnonstrate how we can investigate some simple ideas as a central part of our teaching. The folrowing phase is data analysis. This involves the process of scrutinizing and reassembling data which might reveal understandings and insights on the puzzle or question
being investigated. (Understandings phase) There are several points of entry as we can start at any point in the process. For example, if we ask our learners to keep

WHY DO WE NEED ACTION RESEARCH?

The current school restructuring movement in Malaysia has sitebased, shared decision-making at its core. Teachers are held accountable to all stakeholders for the policies, programs, and practices they implement. It is not enough for teachers merely to make decisions; they will be called upon to make informed decisions. In order to make informed decisions, AR assists practitioners and other stakeholders in identifring students' needs, assessing the development processes, and evaluating the outcomes of the changes they define, design, and implement.

learning logs on their English lessons, these rearning logs can become the data. (data collection stage 3). In another class, you might wonder if an information gap activity has been difficult for your rearners (question/puzzle - stage 2). There is always a choice about making our findings public but there are also consequences ofthat choice. we will acquire different insights from our inquiries, and if we make them public, others may also learn from them.

Professional Development
There is a growing body of evidence about the positive personal and professional effects that engaging in action research has on the practitioner (Goswami &. Stillman, 1987; Sachs and Smith, 1997). AR provides teachers with the opportunity to gain knowledge about

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Action Rescarch

possibilities

our own practices and skill in using research methods applications and to become more aware of the options

Practical Implications
But AR is potentially problematic because the name suggests that it is more a way of getting research done than a way of getting pedagogy done and suggests that AR is something done in addition to the natural part of everyday classroom happenings. Allwright voiced concern that the current calls for teacher research may add additional pressure on teachers and may add a burden to daily teaching. He recommends that action research should be an integral part of classroom teaching, that is by "fully integrating research into teachers' normal pedagogic practices." (1993:125).It is hoped that the examples below will help teachers identiff normal
pedagogic practices that could be researched. Figure 3 Practical, day-to-day classroom examples (adapted from Nunan 1989: l8-19)
Area of Practice
Planning & Implementation
Issues

for

change based

participating in AR become more critical and reflective about their own practice (Oja & pine, l9g9). We attend more carefully to our methods, our perceptions and understandings, and oui whole approach to the teaching process. These attentions are crucial because we are increasing our understanding of the schooling process. The future directions of school improvement initiatives will be impacted by the things we learn through criticar inquiry and the rigorous examination of our own practices.

on the

research.

and Teachers

Empowerment in Our Hands

once in the classroom as teachers, we need to be invorved in continuing self development so as to improve our own competence level and ensure job satisfaction. It is our aim to be more effective but in order to achieve this aim, we need to ascertain our learners, needs and then shape our teaching to meet those needs. There are times when we face puzzlingencounters and queries that go beyond

reluctantly, we push aside these puzzling occurrences and leave investigation to the so called ,expert researchers,.
Perhaps, deep inside us we know that generalised remedies do not work. So, what can we do about this? The answer is apparent: we need to be researchers of our own classrooms. e, sirongty stated by Reeves, "....every effective teacher has to be
a researcher
Methodology

the scope of our professional practice. More often than not,

What factors do I take into consideration when selecting

tasks? Do I adhere strictly to my lesson plans? Events that cause me to deviate from my planned lessons.

The different demands that tasks create. What materials /methods learners do/do not respond to? The teaching and leaming of grammar rules and usage.

Classroom
management

just embarked on teaching careers, each of us has equal opportunities to have our spirits deadened by our class.oom
empower us as teachers.
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occurs." (1993:9) classroom action research has to assume an important role in our lives; it must be at centre-stage. whether we are teachers who have ample years of teaching experience or those who have only

with the classroom as the primary location where fierdwork

&

How flexible am I? The occurrence ofdigression by teachers and leamers and

the extent to which these lead to useful leaming outcomes. Effective and ineffective instructions.

interaction

Affective factors

What motivates students leaming? Students' attitudes towards language games.

Talk

How to increase student talk time. Does it enhance

leaming?
Types of interactions in my classroom. How much talking do I do in class? How do I handle errors? What sort of questions do I ask?

workplace. However, one of the activities which will keep us going enthusiastically is the role ofresearch practitioner because this role

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Action ltcscarch research investigation which

AR is a practical concept of

is not

REFBRBNCE
Allwright, D. (1991) Exploratory Teaching, Professional Development, and the Role ofa Teachers Association. Inaugural address ofthe meeting ofGELI (the
independent national English lairguage professionals association for Cuba).

characterised by the regulation and restriction of conventional rules of the 'scientific' or method-based research paradigm. It is the overwhelming concem with validity, reliability, and the .scientific'

paradigm nature and the fear of statistical data and analysis that deters us from venturing into the world of research. As can be seen from the examples in Figure 3 and the case studies provided in

Allwright, D. (1993) Integrating 'research' and 'pedagogt': appropriate criteria and practical possibilities. In Edge, J. and Richards, K. (eds.) Teachers
Develop Teachers Research. Oxford: Heinemann.

Appendix

2, AR

procedures are qualitative

in

Allwright, D. (2001) Exploratory Practice: An 'Appropriate Methodologt" For

nature and

manageable by us, ordinary teachers.

Making Optimal Use of Research as a Vehicle for Language Teacher Development. Paper delivered at IALS Edinburgh Symposium. Bawcom, L. (2002) Overusing First Language in the Classroom. Modern English
Teacher,

SUMMARY - A RISK TAKING BNTERPRISE

The commitment to AR is a greater risk-taking endeavour than simple delivery and consumption of conventional academic courses. It is not without setbacks. As classroom teachers, we are undoubtedly wary of any new constraints and demands posed upon our daily routines. There may be possible resistance to the ideas as a threat to accepted school nofins and conventions. Action research makes demands of time and energy on us and often the schooling context itself does not typically encourage research activities. Looking at our own practices critically can also be unsettling. Mixing teaching and research is not easy. There can be many images of frustrations and broken hearts as a result. But in the business of our everyday life, we rarely give ourselves the gift of stepping back and creating a larger portrait of what we know and
what we want to learn more about. Only if we establish small scale AR as a more attractive aspect of teaching can we avoid the almost complete separation between research and daily teaching practice. There is immense strength in the nature of the insider's perspectives. We need to instil the determination to bring about change. Above all, we need to be sensitive and aware of the conditions that most likely will support and enhance improvement. Our responsibility continues as we make better sense of what we do and how our learners learn because ultimately at the heart of good teaching is the learning and growth of our learners.

Vol. I I, No l

Beasley, K. and L. Riordan, (1981) The classroom teacher as researcher. English in Australia, 55. Bums, A. (1999) Collaborative Action Researchfor English Language Teachers. Cambridge: Cambridge University Press. Can, W. and S. Kemmis. (1985) Becoming Critical: Knowing Through Action Research. Victoria: Deakin University Press. Freeman, D. (1996) Doing Teacher Research. From Inquiry to Understanding. Toronto: Heinle and Heinle. Lamb, M. (1995) The consequences of INSET. EIZ Journal. Vol. 49/1 January. North,S. and H. Pillay. (2002) Homework: re-examining the routine. ELT Journal.

Vol.56/2 April. Nunan, D. (1989) Understanding Language Classrooms. Hemel Hempstead: Prentice Hall. Nunan, D. (1993) Action research in language education. In Edge. J and K. Richards. (1993) TeachersDevelop Teachers Research. Oxford: Heinemann. Kember,D & M. Kelly.(1993) Improving Teaching Through Action Research. Campbelltown: NSW Australia. Oberg, A & G. McCutcheon.(1987) Teachers'Experience Doing Action Research. Journal ofEducation 64 (2) 20-22. Oja, S. N., & G. J.,Pine. (1989). Collaborative action research: Teachers'stages of development and school contexts. Joumal ofEducation, 64(2),96-115. Reeves, N. (1993) Introductory address: classroom research in the quality versus quantity debate. In J. Edge, and K. Richards (eds.) Teachers Develop Teachers Research. Oxford: Heinemann. Stringer, E. T. (1996) Action Research. A Handbook for Practitioners. London:
Sage.

Walface, M.J. (1998) Action Research Cambridge University Press.

for

Language Teachers. Cambridge:

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Action llcscarch

APPENDIX

APPENDTX2
Examples of Case Studies
Author
Sarah

(from tr'reeman, D. 1996: 93-94) ll.thodr rnd trohnlquor srcd ln rcfion nrrrrch METHOD DESCRIPTION
lourndls,/dtdrlc6 regular dated accounts of teaching/learninl pl6ns, actlvltles nd classroom occurrences, lncludlng personat phllosophles, feelings, reacmore objective notes on teaching events, their objectives, participants, resources used, proce dures, outcomes (anticipated or unantlcipated) sets of documents relevant to the research context, e.9., course overvlews, lesson plans, students' writlng, classroom materials/texts, assessment tasks,/texts, student profi les, student records closely watching and notlng clataroom ovonta, happenings or lnterectlona, clthsr aa a partlcipant ln the classroom (paructpant observatlon, or as an obaorvor of tnothar toaohor'a clas9room (nonparuc|pant obgarveilon), Observation can be comblnod wlth flcld notcs
!lgi:_ j',:l_::Ji..'l-?_:-"j-i_"jy"trons,expranations

Source ELTJournal, Yol.56/2,

Title
Homework: re-examining the routine

Description
Population: 85 ELT teachers from secondary schools in Kuala Lumpur, involved with classes from Form 1 to Form 5 Description: The investigation looked into teacher's views and practices concerning homework. The researchers discovered that generally homework task was
designed as an integrated part of a scheme of work. The need to explicitly discuss issues

;;;;;i;;'i;;;
document collection

Northand
Hannah

April2002

Pillay

observation

fleld notes

lncluding non-verbal lnformaUon, physlcal settlngs, group structures, interactions between participants. Notes can be tlme.based (.9.. every 5 minutes) or unstructured according to. the researcher's purpose. recordinEl audio or video recordings, provlding objective records of what occurred, which can be reexamined. Photographs or slides can also be ancluded. transcription wrltten representatlon of verbal recordings, uslng conventlons for ldentuylng speakers and lndicating pauses, hesltatlon, overlaps or any necessary non-verbal lnformatlon surveys/questlonnalrcs .sets of written questlons focuslng on a parflcular topic or area, seeklng respongeg to cloacd or ranked questions/optlons and,/or open-cndcd personal oplnions, Judgements or bllefs. Used in non face-tdface situations I nte r vl ews/d I sc u s s I o n s face-to-face verbal sessions conducted by th researcher as unplanned, planned or structured interactions. The researcher can ulre prevlouBly planned questions, structured intervlew schedules or allow the lnterview to unfolct spontaneously stlmulated recall use of previously recorded or transcrlbed data to prompt responses from parflclpants on actions, feelings, thoughts, attitudes, beliefs,
f oilowinegv-g!!:-g:_::!yli":!-g[g_1"-":-ag.|'.:g

dscriptions and accounts of observed evGnts,

t-":9f ilF:_ "ld-

lo_ss-

or Jou rnat 8,

pertaining to homework
practices so that these practices will advance in tine with developments in other areas of language teaching.
2.

Linda Bawcom

Modern English
Teacher,

Overusing

Population

:2

adult, elementary

first
language in the classroom

EFL students
Description: The researcher presented the disturbing fact that 330lo of conversation was done in

Vol. ll,

No. l/ 2002

Ll(Spanish).
Although there is abundance of literature which advocates the use of Ll in the classroom, there is a need to find a comfortable balance by taking into
consideration the advantages and disadvantages of such usage. The researcher taped, transcribed and categorised by function, the Spanish spoken in 2 sessions of' her class.

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