The International Research Foundation

for English Language Education

ACTION RESEARCH: SELECTED REFERENCES (last updated 1 November 2012) Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. Modern Language Journal, 89, 353366. Argyris, C., Putnam, R., & Smith, D. M. (1985). Action science: Concepts, methods, and skills for research and intervention. San Francisco, CA: Jossey-Bass. Arias, R. (1995). The teacher as researcher: Action research revisited. College ESL, 5(1), 62-76. Auerbach, E. (1994). Participatory action research. In A. Cumming, Alternatives in TESOL research: Descriptive, interpretive and ideological orientations. TESOL Quarterly, 28(4), 673703. Bailey, K. M. (1990). The use of journals in teacher education programs. In J.C. Richards and D. Nunan (Eds.), Second language teacher education (pp. 215-226). Cambridge, UK: Cambridge University Press. Bailey, K. M. (2001). Action research, teacher research, and classroom research in language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 489-498). Boston, MA: Heinle and Heinle. Bailey, K. M. (2001). Twenty questions about action research. PASAA: A Journal of Language Teaching and Learning in Thailand, 32, 1-18. Bailey, K. M., Curtis, A., & Nunan, D. (2001). Action research: In-class investigations. Pursuing professional development: The self as source (pp. 133-156). Boston, MA: Heinle and Heinle. Burns, A. (1995). Teacher-researchers: Perspectives on teacher action research and curriculum renewal. In A. Burns & S. Hood (Eds.), Teachers voices: Exploring course design in a changing curriculum (pp. 3-29). Sydney, Australia: National Centre for English Language Teaching and Research, Macquarie University. Burns, A. (1997). Valuing diversity: Action researching disparate learner groups. TESOL Journal, 7, 6-9. Burns, A. (1998). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. (2000). Facilitating collaborative action research: Some insights from the AMEP. Prospect: A Journal of Australian TESOL, 15, 23-34. Burns, A. (2004). Action research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 241256). Mahwah, NJ: Lawrence Erlbaum Associates.
1

177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org

The International Research Foundation

for English Language Education

Burns, A. (2009). Action research in second language teacher education. In A. Burns and J.C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 289297). Cambridge: Cambridge University Press. Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge. Burns, A., de Silva Joyce, H., & Hood, S. (Eds.). (1995). Exploring course design in a changing curriculum: Teachers voices 1. Sydney, Australia: National Centre for English Language Teaching and Research, Macquarie University. Burns, A., de Silva Joyce, H., & Hood, S. (Eds.). (1997). Teaching disparate learner groups: Teachers voices 2. Sydney, Australia: National Centre for English Language Teaching and Research, Macquarie University. Burns, A., de Silva Joyce, H., & Hood, S. (Eds.). (1999). Staying learner-centred in a competency-based curriculum: Teachers voices 4. Sydney, Australia: National Centre for English Language Teaching and Research, Macquarie University. Burns, A., de Silva Joyce, H., & Hood, S. (Eds.). (1999). Teaching casual conversation: Teachers voices 6. Sydney, Australia: National Centre for English Language Teaching and Research, Macquarie University. Burns, A., de Silva Joyce, H., & Hood, S. (Eds.). (1999). Teaching critical literacies: Teachers voices 3. Sydney, Australia: National Centre for English Language Teaching and Research, Macquarie University. Burns, A., de Silva Joyce, H., & Hood, S. (Eds.). (2000). A new look at reading practices: Teachers voices 5. Sydney, Australia: National Centre for English Language Teaching and Research, Macquarie University. Calhoun, E. F. (1993). Action research: Three approaches. Educational Leadership, 51, 62-65. Calzoni, D. (2002). Action research & teacher development: How to make homework more motivating if we take care of the learners different learning styles. Perspectives, A Journal of TESOL-Italy, 29, 99-108. Carr, W., & Kemmis, S. (1985). Becoming critical: Knowing through action research. Victoria, Canada: Deakin University Press. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London, England: The Falmer Press. Chamot, A. U. (1995). The teachers voice: Research in your classroom. ERIC/CLL News Bulletin, 19, 1, 5.
2

177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org

The International Research Foundation

for English Language Education

Chan, Y. H. (1996). Action research as professional development for ELT practitioners. Working Papers in ELT and Applied Linguistics, 2(1), 17-28. Hong Kong: Hong Kong Polytechnic University. Christison, M. A., & Bassano, S. (1995). Action research: Techniques for collecting data through surveys and interviews. The CATESOL Journal, 8, 89-103. Cohen, L., & Manion, L. (1985). Research methods in education (2nd ed.). London, England: Croom Helm. Coles, P., & Quirke, P. (2001). Professional development through the action learning gateway. Thai TESOL Newsletter, 14, 14-20. Collins Stiller, H., & Tezel, Z. (1999). Two action research projects. In J. Richards (Ed.), Language teaching awareness: A guide to exploring beliefs and practices (pp. 195-210). Cambridge: Cambridge University Press. Corey, S. (1953). Action research to improve school practice. New York, NY: Teachers College, Columbia University. Crawford, K. (1995). What do Vygotskian approaches to psychology have to offer action research? Educational Action Research, 3, 239-247. Crookes, G. (1993). Action research for second language teaching: Going beyond teacher Research. Applied Linguistics, 14, 130-142. Crookes, G. (1998). On the relationship between second and foreign language teachers and research. TESOL Journal, 7, 6-11. Crookes, G. (2005). Resources for incorporating action research as critique into applied linguistics graduate education. Modern Language Journal, 89(3), 467475. Curtis, A. (1998). Action research: What, how, and why. The English Connection. 3(1), 12-14 Curtis, A. (1999). Use of action research in exploring the use of spoken English in Hong Kong classrooms. In C. Y. Mee & N. S. Moi (Eds.), IDAC Monograph: Language instructional issues in the Asian classroom (pp. 75-88). Newark, DE: International Reading Association. Donato, R. (December, 2003). Action research. Eric Digest , EDO-FL-03-08 Dutertre, A. (2000). A teachers investigation of her own teaching. Applied Language Learning, 11(1), 99-122.

177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org

The International Research Foundation

for English Language Education

Edge, J. (Ed.). (2001). Action research: Case studies in TESOL practice. Alexandria, VA: TESOL. Elliott, J. (1988). Teachers as researchers. Paper presented at the annual meeting of the American Educational Research Association, April. Enright, L. (1981). The diary of a classroom. In J. Nixon (Ed.), A teacher's guide to action research: Evaluation, enquiry and development in the classroom (pp. 37-51). London, England: Grant McIntyre, Ltd. Flamini, E., & Jimenez Raya, M. (2007). Action research: Professional development through enquiry. In M. Jimenez Raya & L. Sercu (Eds.), Challenges in teacher development: Learner autonomy and intercultural competence (pp. 105-124). Frankfurt am Main: Peter Lang. Gebhard, J. (1999). Problem posing and solving with action research. In J. Richards (Ed.), Language teaching awareness: A guide to exploring beliefs and practices (pp. 59-77). Cambridge: Cambridge University Press. Gibbons, P. (2008). It was taught good and I learned a lot: Intellectual practices and ESL learners in the middle years. Australian Journal of Language and Literacy, 31, 155-173. Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (1998). Action research: The school as the center of inquiry. In C. D. Glickman, S. P. Gordon, & J. M. Ross-Gordon (Eds.), Supervision of instruction: A developmental approach (pp. 407-429). Boston, MA: Allyn and Bacon. Goff, S. (1996). Experienced teachers and action research: A model for professional development. In G. Burnaford, J. Fisher, & D. Hobson (Eds.), Teachers doing research: Practical possibilities (pp. 155-162). Mahwah, NJ: Lawrence Erlbaum Associates. Greenwood, D. J., & Levin, M. (1999). Introduction to action research: Democratizing the research process. Thousand Oaks, CA: Sage Publications. Guazzieri, A. V., & Turchi, P. (2002). Action research for a more conscious teaching/learning process. Perspectives, A Journal of TESOL-Italy, 29, 109-118. Holliday, A. (2007). Doing and writing qualitative research. London: SAGE. Hustler, D., Cassidy, T., & Duff, T. (Eds.). (1986). Action research in classrooms and schools. London, England: Allen and Unwin. Hutchinson, B., & Bryson, P. (1997). Video, reflection and transformation: Action research in vocational education and training in a European context. Educational Action Research, 5, 283-303.
4

177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org

The International Research Foundation

for English Language Education

Johnston, B. (2000). Investigating dialogue in language teacher education: The teacher educator as learner. In K.E. Johnson (Ed.), Teacher education (pp. 157-173). Alexandria, VA: TESOL. Kebir, C. (1994). An action research look at the communication strategies of adult learners. TESOL Journal, 4(1), 28-31. Kenmis, S. (1981). The action research reader. Victoria, Canada: Deakin University. Kemmis, S., & Henry, C. (1989). Action research. IATEFL Newsletter, 102, 2-3. Kemmis, S., & McTaggart, R. (1982). The action research planner. Victoria, Canada: Deakin University. Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Victoria, Canada: Deakin University. Knezedvic, B. (2001). Action Research. IATEFL Teacher Development SIG Newsletter, 1, 10-12. Knowles, T. (1990). Action research: A way to make our ideas matter. The Language Teacher, 14(7). Kwan, T. Y. L. (1993). Contexts for action research development: The case for Hong Kong. Curriculum Forum, 3(3), 11-23. Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2, 34-46. Lucas, P. (1988). An approach to research based teacher education through collaborative inquiry. Journal of Education for Teaching: International Research and Pedagogy, 14(1), 55-73. McKernan, J. (1996). Curriculum action research: A handbook of methods and resources for the reflective practitioner. London: Kogan Page. McLean, J. (1995). Improving education through action research: A guide for administrators and teachers. Thousand Oaks, CA: Corwin Press Inc. McPherson, P. (1997). Action research: Exploring learner diversity. Prospect: A Journal of Australian TESOL, 12(1), 50-62. Michon'ska-Stadnik, A. (1997). Introduction. Action Research in the Lower Silesia Cluster Colleges: A special edition of Orbis Linguarum, 2, 7-9. Michonska-Stadnik, A., & Szulc-Kurpaska, M. (Eds.). (1997). Action research in the lower Silesia cluster colleges: Developing learner independence. Orbis Linguarum, 2. Legnica, Poland: Nauczycielskie Kolegium Jezkw Obcych and the British Council.
5

177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org

The International Research Foundation

for English Language Education

Mingucci, M. (1999). Action research in ESL staff development. TESOL Matters, 9(2), 16. Mochi, S. (2002). Defamiliarising teaching: Action-research as art. Perspectives, A Journal of TESOL-Italy, 29(1), 67-74. Mok, A. (1997). Student empowerment in an English language enrichment programme: An action research project in Hong Kong. Educational Action Research, 5(2), 305-320. Moreira, M. A., Vieira, F., & Marques, I. (1999). Pre-service teacher development through action research. The Language Teacher, 23(12), 15-18. Murray, D. E. (2010). Learning by doing: The role of data collection in action research. In G. Park, H. P. Widodo, & A. Cirocki (Eds.), Observation of teaching: Bridging theory and practice through research on teaching (pp. 49-61). Munich: LINCOM EUROPA. Nixon, J. (Ed.). (1981). A teachers guide to action research. London, England: Grant McIntyre. Nixon, J. (1987). The teacher as researcher. Peabody Journal of Education, 64(2), 20-32. Noffke, E., & Stevenson, B. (Eds.). (1995). Educational action research: Becoming practically critical. New York, NY: Teachers College Press. Nunan, D. (1989). Understanding language classrooms: A guide for teacher-initiated action. New York, NY: Prentice Hall Nunan, D. (1990). Action research in the language classroom. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 62-81). New York, NY: Cambridge University Press. Nunan, D. (1993). Action research in language education. In J. Edge & K. Richards (Eds.), Teachers develop teachers research: Papers on classroom research and teacher development (pp. 39-50). Oxford, England: Heinemann. Oja, S. N., & Smulyan, L. (1989). Collaborative action research: A developmental approach. London, England: The Falmer Press. Plastina, A. F. (2002). Defamiliarizing teaching: Action-research as art. Perspectives, A Journal of TESOL-Italy, 29, 67-74. Plastina, A. F. (2002). Teacher reflection in L2 instructional action. Perspectives, A Journal of TESOL-Italy, 29(1), 47-66. Rankin, J., & Becker, F. (2006). Does reading the research make a difference? A case study of teacher growth in FL German. Modern Language Journal, 90, 353-372.

177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org

The International Research Foundation

for English Language Education

Rasulo, M. (2002). Sustainable teaching through action research. Perspectives, A Journal of TESOL-Italy, 29, 75-98. Reason, P. (1988). Human inquiry in action: Developments in new paradigm research. Beverly Hills, CA: Sage. Reason, P., & Bradbury, H. (2000). Handbook of action research: Participative inquiry and practice. Thousand Oaks, CA: Sage Publications, Inc. Ruiz de Gauna, P., Daz, C., Gonzalez, V., & Garaizar, I. (1995). Teachers' professional development as a process of critical action research. Educational Action Research, 3, 183-194. Sellers, J. A. (2012). Using action research to improve teaching and learning. Language Educator, 7(5), 50-52. Smith, L. (2005). The impact of action research on teacher collaboration and professional growth. In D. J. Tedick (Ed.), Second language teacher education: International perspectives (pp. 199-213). Mahwah, NJ: Lawrence Erlbaum Associates. Snow, M. A., Hyland, J., Kamhi-Stein, L., & Harclerode Yu, J. (1996). U.S. language minority students: Voices from the junior high classroom. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom: Qualitative research in language education (pp. 304-317). Cambridge: Cambridge University Press. Spada, N., & Frhlich, M. (1999). Communicative orientation of language teaching observation scheme: Coding conventions and applications. Sydney, Australia: National Centre for English language Teaching and Research, Macquarie University. Szostek, C. (1994). Assessing the effects of cooperative learning in an honors foreign language classroom. Foreign Language Annals, 27, 252-261. Tinker-Sachs, G. (2000). Teacher and researcher autonomy in action research. Prospect: A Journal of Australian TESOL, 15(3), 35-51. Tsui, A. B. M. (1996). Reticence and anxiety in second language learning. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom: Qualitative research in second language education (pp. 145-167). Cambridge: Cambridge University Press. van Lier, L. (1992). Not the nine oclock linguistics class: Investigating contingency grammar. Language Awareness, 1, 91-108. van Lier, L. (1994). Action research. Sintagma, 6, 31-37. Virga, C. (2002). Action research: An extra burden or a necessary tool for teachers? Perspectives, A Journal of TESOL-Italy, 29, 119-126.
7

177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org

The International Research Foundation

for English Language Education

Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press. Wong, S. (1994). Dialogic approaches to teacher research: Lessening the tension. TESOL Journal, 4, 11-13. Wood, P. (1988). Action research: A field perspective. Journal of Education for Teaching: International Research and Pedagogy, 14(2), 135-150. Zwiers, J. (2006). Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes, 5, 317-332.

177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: info@tirfonline.org