Action Research in ESL Education

By Ashley Breton Posted: June 2021 Last updated: July 2022

---

Image taken from Wix.com

When we think of the term research, the images that typically come to mind are scientists in white lab coats conducting experiments. This is because, throughout history, research has been driven primarily by professionals trained in research studies (Mertler, 2017). After the Second World War, this began to change, with more and more research undertaken by practitioners or people not trained in research methodology (Mertler, 2017). Research in the context of education now includes educators or other educational professionals with a vested interest in the teaching and learning process (Johnson & Christensen, 2014). Enter action research.

Although action research (AR) has a long history in education, it is a relatively recent development in English as a Second Language (ESL) teaching (Smith, 2010). However, for those new to AR, this begs questions like, 'What is it, how does it work, and why do it?'. This paper offers an overview of teacher-practitioner AR and explores the step-by-step process of this research method in an ESL classroom context. It concludes with a brief discussion on why English language teachers (ELTs) should consider AR for its professional development opportunities.

Image taken from Wix.com

Overview

With the general movement towards teacher-led research, AR was born (Burns, 2019). There is no short answer to the question, 'What is action research?'. Although, a literature review reveals various definitions of it that share a common thread: it is a systematic or well-planned research process conducted by teachers on their practice through a variety of theory-driven research methods, with goals of either resolving a self-identified teaching or learning problem or answering a specific question while assisting in the development of solutions to address them quickly and efficiently (Song, 2019; Burns, 2019; Mertler, 2017; Johnson & Christensen, 2014; Parsons & Brown, 2002 as cited in Smith, 2010; Reason & Bradbury, 2008; Corey, 1953 as cited in Johnson, 1993).

Some examples of AR in the ESL classroom context include; an ESL specialist exploring ways to support culturally and linguistically diverse students in their after-school program; a resource teacher curious about how to ensure instructions and learning materials are accessible to parents/caregivers who speak limited or no English; or a classroom teacher studying whether her second language learners feel connected to their classroom community. It becomes clear with these examples that AR must begin with a question that "focuses specifically on the unique characteristics of the population with whom a practice is employed or with whom some action must be taken" (Mertler, 2009, p. 4).

Therefore, AR is a research approach anchored in practical action, the action component, while simultaneously focusing on obtaining new knowledge concerning a specific question or problem in a local setting (the research component) and enhancing teaching practice (Burns, 2015).

Image taken from Wix.com

The process of action research in the ESL classroom

Like most teachers of other subjects, ELTs are constantly looking for ways to improve their practice (Song, 2019). It may be how to improve the effectiveness of a typical classroom experience or implement something new, but wonder the best way to do it. A quick web search or in-service training session might drum up solutions to these and other problems. However, most results would neglect the unique experience of the ELT and likely provide a one-size-fits-all solution.

AR is not typically conducted by independent, impartial observers who do not have a vested interest in the results. Quite the contrary, AR dismisses the hierarchical distinction between expert and non-expert; therefore, anyone can research in any situation (Song, 2019). That means projects can be carried out in a classroom by a teacher, who determines the focus of the study, and who is also the primary consumer of the research results (Burns, 2019). Considering this, AR can empower the teacher-researcher by generating practical and relevant research knowledge that can be readily applied to their specific context (Song, 2019; Sagor, 2000). But, ‘How do we get here?’ and ‘What does this process look like?’

As depicted in Figure 1, conducting action research requires a four-stage procedure comprising several steps somewhat different from more orthodox research methods that utilize the scientific method (Mertler, 2017).

Figure 1.

Integration of Two Organizational Schemes for the Step-by-Step Process of Action Research

Note: Diagram from Overview of the Action Research Process. In Action Research, by Mertler, 2017, SAGE Publications, Inc, https://www.doi.org/10.4135/9781483396484. Copyright 2017 by SAGE Publications, Inc.

To illustrate this process further, for an ELT to carry out action research, they must start with a question that identifies a problem. For example, an ELT concerned with increasing his students' motivation and enthusiasm for English might ask, "How do I get my class more involved in English learning?". Next, they formulate a plan and carry out research by collecting data to help them answer their question. For instance, the ELT decides to gather information by talking with other ELTs at his school. He wants to know what other teachers think about his assumption.

Additionally, he spends some time alone, reflecting on why he believes this to be the case for his students. Afterward, he considers possible solutions to his dilemma and decides to introduce learning diaries to his students. He invites them to record their thoughts about their English lessons each day and summarize what they had learned. After a predetermined length of time, the data (in this case, diary entries) is analyzed and interpreted. With the results of his findings, the ELT reports that learning diaries stimulated his students' interest in their English lessons, increased their capacity to learn, and overall improved their level of participation. Yet, an obstacle emerges for the ELT. He reflects on his analysis and interpretation and wonders if there could be other (less apparent) factor(s) accompanying the use of diaries. A possible influence he identifies is the new style of teaching he adopted in his classroom, which involved more discussion-based activities surrounding the diary entries. A more "traditional research approach" would likely discredit the reflective process (Mertler, 2017, p. 39), ignoring alternative causal factors throughout the investigation, concluding the diaries themselves increased motivation and interest in English.

When the ELT finishes interpreting his results, he develops a plan of action to implement the appropriate changes to improve the situation or solve his unique problem. Suppose the ELT finds sufficient evidence to suggest that the learning diary caused increased student motivation and enthusiasm for English. In this case, he will likely keep using them while he continuously monitors their efficacy. The teacher-researcher then reflects upon the entire research process, and the research study is shared with others in the school or with the larger educational community. But the study may not end here. AR is often an ongoing process; therefore, the ELT may wish to continue the study through "the cycles of implementation, evaluation, and revision, spiraling from one semester to the next" (Mertler, 2017, p. 34), with no clear end (Johnson & Christensen, 2014). In this way, this example illustrates the value of systematic reflection and showcases the deep-learning potential that AR has to offer.

It is worthy to note that, contrary to the way it is depicted in Figure 1 and the above example, AR is not a linear process; steps may be bypassed or rearranged, if appropriate (Mertler, 2017). As we see in Figure 2, AR is, in fact, an ongoing or cyclic process that oscillates between the action and critical reflection stage (Mertler, 2017).

Figure 2

The Process of Action Research

Note: Diagram from Overview of the Action Research Process. In Action Research, by Mertler, 2017, SAGE Publications, Inc, https://www.doi.org/10.4135/9781483396484. Copyright 2017 by SAGE Publications, Inc.

Theoretically, as has been noted, it appears AR as a research methodology can produce an empowering experience for educators through an interactive, reflective-inquiry process that involves "a spiral of steps, each of which is composed of a circle of planning, action, and fact-finding about the result of the action," (Lewin, 1946, p. 38) and the reflective understanding of the action to improve oneself in a particular context. Considering this, one might say they are participating in professional development by engaging in action research.

Image taken from Wix.com

Action research as a professional development activity for English language teachers

Over the past decade, professional development (PD) has gained popularity in ESL circles (Smith, 2010). As a result, AR has received increasing attention as a strategy ELTs can use to continuously assess the impact of their teaching (Burns, 2019). Teacher professional development refers to "processes and practices that serve a longer-term goal and seek to facilitate professional growth by helping teachers better understand their teaching and of themselves as teachers" (Johnson, 1993, p. 3). But what differentiates AR from other professional development activities is systematic reflection (Smith, 2010).

Multiple studies have shown that AR has a notable impact on teachers (Burns, 2019; Song, 2019; Mertler, 2017; Smith, 2010; Sagor, 2000; Johnson, 1993). For many, this research approach not only offers a formal way to address localized issues, but provides a "greater understanding of one's practice, identity, and self" (Sagor, 2000, para. 23). Teachers who engage in action research become more critical and reflective about their practice, and direct more attention to their methods, perceptions and understandings, and overall teaching process approach (Johnson, 1993). Given this, undertaking this systematic reflective approach to teaching will get ELTs involved in professional development activities to enhance their classroom practice and improve student learning (Smith, 2010).

Here, we see that the goal of AR as a professional development activity is to help the teacher successfully navigate through challenges while educating their students to their fullest potential. For that reason, ELTs, administrators, and policymakers would benefit from AR as an ongoing professional development activity, as it would help teachers fulfill their commitment to their students. It could be said, witnessing the positive impact of one's work on the lives of others is the most important reason to engage in AR. So, why use AR as a professional development activity for ELTs? Maybe the answer is 'Why not?'.

It has been shown that AR is an important research method in the field of ESL education. It provides a framework that guides teachers through a cyclical process of systematic planning, action, and reflection to identify challenging areas unique to English language instruction, while exploring opportunities to improve them. AR offers a whole system of steps to ELTs willing to master their craft and expand their teaching toolkit. It empowers teachers to obtain knowledge through reflective inquiry into their practice and use it to improve themselves professionally. This is achieved when teachers go from novices to experts in their understanding of their practice and student learning, which allows them to make the most significant impact on their students. Seeing the positive effects of one's work is arguably the most important reason to engage in action research as a professional development activity. In this light, AR is one of the most powerful tools ELTs can use to create 'living knowledge,' which is relevant to themselves and those they work with.

References

Burns, A. (2019). Action research in English language teaching: Contributions and recent developments. In Gao X. (eds) Second Handbook of English Language Teaching (p. 1-15). Springer. https://doi.org/10.1007/978-3-319-58542-0_52-1

Burns, A. (2015). Action research. In The Cambridge Guide to Research in Language Teaching and Learning, Cambridge University Press (p. 99-104). Retrieved from https://www.researchgate.net/publication/282199978_Action_research

Johnson, B. (1993). Teacher-As-Researcher. ERIC Digest. https://files.eric.ed.gov/fulltext/ED355205.pdf

Johnson, R. & Christensen, L. (2014). Introduction to educational research. In Educational research: quantitative, qualitative, and mixed approaches, (p. 2-28). SAGE Publications, Inc., Levitt Sample.qxd (sagepub.com)

Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), (p. 34–46). Retrieved from https://www.cscd.osakau.ac.jp/user/rosaldo/K_Lewin_Action_

research_minority_1946.pdf

Mertler, C. (2017). Introduction to action research. In Action Research, (p. 2-33). SAGE Publications, Inc., https://www.doi.org/10.4135/9781483396484

Mertler, C. (2009). Action research teachers as researchers in the classroom (2nd ed.). SAGE Publications, Inc., https://methods.sagepub.com/book/action-research/i748.xml

Reason, P. & Bradbury, H. (2008). Inquiry and participation in search of a world worthy of human aspiration. In The Sage Handbook of Action Research Participative Inquiry and Practice (2nd ed.), (p. 1-12). SAGE Publications Inc., Retrieved from https://ikhsanaira.files.wordpress.com/2016/09/action-research-participative-inquiry-and-practice-reasonbradburry.pdf

Sagor, R. (2000). What is action research? In Guiding school improvement with action research. ASCD.org. Retrieved from

http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx

Smith, K. (2010). The inviting professional educator: A reflective practitioner and action researcher. Journal of Invitational Theory and Practice, (p. 5-7). ERIC Digest. https://files.eric.ed.gov/fulltext/EJ942554.pdf

Song, H. (2019). Action research as a praxis for transformative teaching practice in ELT classrooms. TESL Ontario. Retrieved from http://contact.teslontario.org/action-research-as-a-praxis-for-transformative-teaching-practice-in-elt-classrooms/