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Action research facilitated by university–school collaboration./ Rui Yuan, Icy Lee.
// ELT journal. 2015, Vol. 69, No. 1. 2015.tr. 1-10. While Action Research (AR) is promoted as a powerful route for teachers’ professional development, different contextual challenges may arise during the process; teachers may be helped to overcome these challenges with the guidance of external facilitators. Drawing on data from interviews and the teachers’ AR reports, this article explores how two EFL teachers conducted AR by participating in a university–school collaborative project. Findings of the study show that with the scaffolding provided by university researchers, the teachers changed their conceptions about research and coped with different contextual constraints in their AR, leading to professional learning and development. This study concludes with some implications about how AR can be used to promote teachers’ continuing professional development.
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Getting EFL students to speak: an action research approach./ Gerald Talandis Jr, Michael Stout.
// ELT journal. 2015, Vol. 69, No. 1. 2015tr. 11-25. This article exemplifies an action research-based approach for addressing conversation skills in an EFL setting. In many EFL contexts, especially those where English is a required subject, getting students to speak can be a challenge. In 2011, at a private Japanese university, a year-long action research project was conducted to help 160 first-year students taking mandatory English classes speak more fluently. The intervention was a new syllabus featuring personalized topics, more L1 support, direct instruction of pragmatic strategies, and frequent assessment of spoken English. Questionnaires, class notes, and recorded data from three iterative cycles of research were collected and analysed to evaluate the intervention from student and teacher perspectives. Results indicate that by the end of the year, student conversations appeared more fluent and accurate. Implications applicable to teachers working in other contexts are discussed.
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Language teacher action research: achieving sustainability / Emily Edwards and Anne Burns.
// ELT journal. 2016, Vol. 70, No. 1. 2016.p. 6-15. Action research (AR) is becoming increasingly popular in ELT contexts as a means of continuous professional development. The positive impacts of AR on language teacher development are well documented, but the important question of how those impacts can be sustained over time is virtually unexplored. Drawing on findings from a study of teachers in Australia, we address the question of the sustainability of the impact of AR. Data from a survey and interviews show that, between one and four years after completing an AR programme, the teachers felt more confident, connected to their students, research-engaged, and recognized by colleagues and managers. We argue that a balance of top-down institutional support and individual teacher motivation is essential in ensuring sustainability of the impact over time. Finally, we suggest how the benefits of AR can be sustained for teachers doing AR and their colleagues.
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