The Routledge Handbook of Language Teacher Action Research (Routledge Handbooks in Applied Linguistics)

Cover
Endorsement
Half Title
Series Information
Title Page
Copyright Page
Dedication
Table of Contents
List of Figures
List of Tables
List of Contributors
1 Language Teacher Action Research: An Introduction
	Practitioner and Action Research
	The Structure of the Handbook
	References
Part I Professional Impact
	2 Research Knowledge and Skills
		Introduction and Overview
		Framing the Topic
		Research Knowledge and Skill Development
		Implications for Practitioners and Teacher Educators (Links to AR Stages)
		Practical Applications
		Closing Thoughts
		Discussion Questions
		Further Reading
		References
	3 Striving for Positive Change in Second Language Education: A Consideration of Critical Action Research
		Overview
		Understanding Action Research Critically
			Objective and Subjective Action Research
			Defining Critical Action Research
			Critical Theory of Jürgen Habermas
			Process, Perspective, and Positionality of CAR
		Critical Action Research in Action
		Implications for Language Teacher-Researchers
		Discussion Questions
		Further Reading
		References
	4 Creativity in Language Teacher Action Research
		Introduction
		Creative Means and Creative Ends
		The Language Action Research Creativity Triptych
			Creativity ‘On’ AR
			Creativity ‘For’ AR
			Creativity ‘Through’ AR
		Implications for Practice for Teachers/teacher Educators
		Recommendations for Future Research
		Discussion Questions
		Further Reading
		References
	5 The Impact of Practitioner Research: What Teachers and Students Gain From Doing Research
		Introduction
		Overview
		Literature Review Framing the Topic
		Synthesis of Current Knowledge
			Students Developing Research Skills
			Students Developing Agency Over Their Learning Process
			An Emerging Student Identity Through EP Engagement
		Implications for Practice for Teachers, Learners, and Teacher Educators
		Recommendations for Future Research
		Discussion Questions
		Key Readings
		References
	6 Publishing Action Research By Teachers of English
		Introduction
		Theoretical Framework
		The Study
			Features of Action Research Articles
			Findings: Significance, Challenges, and Impact of Publishing Action Research
				The Importance of Disseminating Action Research
				The Challenges of Publishing
				The Impact of Conducting and Disseminating Research
		Conclusion and Implications
		Discussion Questions
		Further Reading
		References
	7 Developing Professional Ethics for Action Research
		Introduction
		Critical Stages
			Applying for Permission
			Recruiting Participants
			Collecting Data
			Writing a Report to Disseminate the Findings
		Developing Professional Ethics for Action Research
		Conclusion: Empowerment
		Discussion Questions
		Further Reading
		References
Part II Pedagogical Impact
	8 Action Research for Teaching Grammar
		Introduction
		The Evolution of Action Research for Grammar Teaching in ELT
		Action Research for Investigating Grammar Teaching
		Benefits of Investigating Grammar Teaching for Professional Development
		Suggestions for Further Research
		Discussion Questions
		Further Reading
		References
	9 Student Engagement Through Action Research
		Introduction
		AR’s Iterative Cycles for Student Engagement
		Theoretical Perspectives On Student Engagement
		AR as a Behavioural Product of Engagement
		AR as a Socio-Cultural Process of Engagement
		AR as a Holistic/transformational Process of Engagement
		Dimensions of Student Engagement in AR
			Engagement With and in AR
			Student Engagement in AR as Researcher
			Student Engagement in AR as an Active Participant
			Student Engagement in AR as a Data Provider
		The Nature of the Relationship Between AR and Student Engagement
			Dynamic
			Instrumental
			Mutual
			Transformative
			Empowering
		Emerging Principles in Designing AR for Student Engagement
			Meaningful and Relevant Exploration
			Active Participation and Representation
			Agency and Negotiation
			Co-researchers in Data Collection
			Reflective and Reflexive Practices
			Learning Opportunity, Not Just a Task
			Interpretation and Credibility
			Participating in Pedagogical Change
		Conclusions
		Discussion Questions
		Further Reading
		References
	10 Digital Data-Led Reflections On Language Classroom Interaction: A Collaborative Action Research Study
		Introduction
		Literature Review
		Our Case Study: A Collaborative Action Research Project to Facilitate Data-Led Reflections On Classroom Interactions
			Description of the Researcher–teacher Partnership and the Research Process
			Data-led Reflection On Language Classroom Interaction: From Awareness to Change of Practice
				Reflection On Instructions and On-Task Feedback: Increased Awareness Through Data-Led Reflection On Classroom Interaction
				From Awareness to Transformation in Classroom Interaction Practices Through Digitally-Supported Dialogic Reflections
			Reflections On the Benefits of the Collaborative Action Research Project
		Implications for Development Through Collaborative Action Research
		Recommendations for Further Research
		Discussion Questions
		Further Reading
		References
	11 Researching Mobile Technologies in Language Teaching
		Research Into Mobile-Based Learning
		Technology Acceptance Models and Action Research
		Design-based Research and Technology Application Frameworks
			TPACK (Technological, Pedagogical, and Content Knowledge)
			SAMR
			T3
		Designing Mobile-Based Tasks: Case Study and Implications for Teachers
		Recommendations for Further Research
		Discussion Questions
		Further Reading
		References
	12 Online Learning/hybrid Learning and Action Research
		Introduction
		Online Learning and Hybrid Learning
			Online Learning
			Hybrid Learning
			Online Learning and Hybrid Learning Affordances and Constraints
		Action Research
		Implications for Language Teaching and Learning and Concluding Remarks
		Discussion Questions
		Further Reading
		References
	13 Using Corpus Approaches in Language Teacher Action Research
		Action Research and Reflective Practice
		Corpus Linguistics
		A Review of Corpus-Based Studies From Two English Language Teaching Contexts
		Implications for Practice and Recommendations for Further Research
		Discussion Questions
		Further Reading
		References
	14 Action Research and Language Assessment
		Introduction
		Essential Considerations in Classroom Language Assessment
		A Literature-Based Synthesis of Action Research and Language Assessment
		Action Research for Planning and Implementing Language Assessment
		Action Research for Describing Language Skills for Assessment
		Action Research and the Use of Alternative Assessment Instruments
		Action Research and an Assessment for Learning Culture
		Action Research for Democratic and Transparent Language Assessment Practices
		Action Research and Language Assessment for Specialised Teacher Roles
		Action Research as a Catalyst for an Assessment Culture
		Action Research in Assessment Practices to Cultivate Teachers’ Language Assessment Literacy (LAL)
		Implications for Practice: Teachers and Teacher Educators
			For Teachers
			For Teacher Educators
		Further Research
		Discussion Questions
		Further Reading
		References
Part III Personal Impact
	15 Action Research and Language Teacher Agency
		Introduction
		Action Research and Language Teacher Agency
		Teachers Exercising Agency in Collaborative Action Research for Professional Development
		Teachers Exercising Agency in Collaborative Action Research for Teacher Autonomy
		Teachers Exercising Agency in Collaborative Action Research in Response to Policy Shifts
		Implications for Policy and Practice
		Recommendations for Further Research
		Summary
		Discussion Questions
		Further Reading
		References
	16 Action Research as an Avenue for Exploring Teacher Wellbeing
		Overview of Language Teacher Wellbeing and the Role of Action Research
		Theoretical Framework: Language Teacher Wellbeing and Action Research
		Implications for Practice: Previous Positive Psychology Wellbeing Interventions
		Ideas for Further Investigation: Formulating Action Research Wellbeing Questions and Designs
		Conclusion
		Discussion Questions
		Further Reading
		References
	17 Teacher and Learner Autonomy Through Action Research
		Teacher and Learner Autonomy Through Action Research
			Introduction
			Action Research and Autonomy
			Some Issues Regarding the Context, Process of Action Research, and Support for Teachers
			Developing Teacher and Learner Autonomy in and Beyond the Institution
			Action Research and Autonomy at the Institutional Level
			Beyond Institutions
			Practical Approaches to Developing Autonomy Through Action Research
		Implications
			Professional Development
		Conclusion
		Discussion Questions
		Further Reading
		References
	18 Action Research Into Learner and Teacher Motivation
		Additional Language Motivation and Action Research
		A Case-Study-Specific Literature Review
		An Action Research Case Study: Sampson (2012)
		Reflecting On the Case Study and Implications for Practice
			Challenge 1: Motivation Is Abstract and Not Directly Observable
			Challenge 2: Motivation Is Multidimensional
			Challenge 3: Motivation Is Inconstant and Dynamic
			The Ethics of L+ Motivation Research
		Recommendations for Further Action Research Into Motivation
		Discussion Questions
		Note
		Further Reading
		References
	19 The Centrality of Reflection in Action Research: A Neglected Issue
		Introduction
		Revisiting the Relationship Between Action Research and Teacher Development
		Reflection as the Cornerstone of Action Research
		Complexity-informed Reflection in Action Research
		Implications for Conducting Action Research in Language Education
		Conclusion
		Discussion Questions
		Further Reading
		References
	20 Language Teacher Identity and Action Research: Insights and Implications
		Introduction
		Language Teacher Identity
		Teacher Identity and Action Research
		Narrative Exploratory Action Research (NEAR): A Case Study
		Implications for Practice
		Recommendations for Further Research
		Discussion Questions
		Further Reading
		References
	21 Teacher Emotional Development and Action Research
		Introduction
		What Is Action Research?
		Teacher Emotional Development in the Action Research Process
			Language Teacher Emotions Prior to Embarking On Action Research
		The Action Research Cycle and Language Teacher Emotional Development
			Planning
			Acting
			Observing
			Reflecting
			Post-action Research
		Implications for Practice for Teachers and Teacher Educators
		Recommendations for Further Research/future Directions
		Discussion Questions
		Further Reading
		References
	22 Building Language Teachers’ Self-Efficacy Beliefs for and Through Action Research
		Introduction
		Language Teachers’ Self-Efficacy Beliefs
		Changes in Language Teachers’ Self-Efficacy Beliefs for and Through Action Research
			Implications for Practice
			Recommendations for Further Research
			Discussion Questions
		Further Reading
		References
	23 Action Research and Language Teacher Cognition: Reflexive, Intentional, Praxical
		Introduction
		Language Teacher Cognition
		Aim
		Interpretive Procedure
		Interpretation
			Epistemological Landscapes
			Conceptual Geography
		Ethical Vision
		Conclusion
		Discussion Questions
		Further Readings
		References
Part IV Educational Impact
	24 Looking From the Outside In: Action Research in Initial Language Teacher Education
		Introduction
		AR and Initial Language Teacher Education
		Conditions for AR
		Exploring AR in Initial English Language Teacher Education Programmes in Chile
		Discussion
		Implications for ILTE Practices
		Future Research Directions
		Discussion Questions
		Further Reading
		References
	25 In-Service Teacher Education and Action Research
		Overview
		Theoretical Framework: Second Language Teacher Education and Action Research
		Impact of Action Research in In-Service Professional Development
			Impact On Teacher Practice
			Impact On Teacher Identity
			Impact On Teacher Affect
		Implications for Practice in In-Service Teacher Education
		Discussion Questions
		Further Reading
		References
	26 Institutional Development Through Action Research
		Introduction
		Literature Review
		Case Studies
			Methodology
			A Secondary School in Singapore: Neville
			An ELT Centre in Australia: Emily
		Implications for Practice
		Recommendations for Further Research
		Discussion Questions
		Further Reading
		References
	27 Unpacking the Roles of Action Research Facilitators
		Overview
		Who Are AR Facilitators and How Do They Practice?
			A Case Study On an AR Facilitator in China
			The Spark of Thoughts
			The Master of Filtration
			Empathy and Encouragement
		Implications for Practice and Directions for Future Research
		Discussion Questions
		Further Reading
		References
	28 Exploring the Interface Between Difficult Circumstances and Action Research in English Language Teaching
		Introduction
		Conceptualising Difficult Circumstances
		Action Research for Navigating Across Difficult Circumstances
		Difficult Circumstances and Action Research – Some Case Studies
			Case Study 1
			Case Study 2
			Case Study 3
		Implications and Insights
		Conclusion
		Recommendations for Further Research
		Discussion Questions
		Further Reading
		References
	29 Action Research for Social Justice in Language Education
		Social Justice
		Social Justice and Action Research
		Action Research for Social Justice in Language Education: An Illustration
			Overview
			Social Justice Goals and Principles
			Spirals of Action Research Cycles
			Pre-service Teachers’ Learning of Social Justice Education
		Implications for Practice for Teachers and Teacher Educators
		Recommendations for Further Research
		Discussion Questions
		Further Reading
		References
Part V Teacher Voices
	30 The Transformative Power of Action Research On a Teacher’s Practices, Identity, and Career
		Engagement in Action Research
		Translating Gains Into Professional Practices
			Classroom Practices: AR as a Tool for Professional Development
			Engagement ‘With’ and ‘In’ Research: AR as a Gateway to the World of Research
			Supporting Others: AR as a Springboard Into Academic Management and Teacher Training
		Reflecting On the Impact of Action Research
			Impact On Who I Am and What I Do
			Boundary Work
		Recommendations for Action Researchers
			Identify and Unpack Doxa
			Share Stories
			‘Good Enough Research’
		Discussion Questions
		Further Reading
		References
	31 My Story Matters: Engaging in Action Research Inquiries in Poland and the United States
		Introduction
		Engaging in Action Research
		Benefiting From Action Research
			AR Benefits for the ESOL Department and Colleagues
			AR Benefits for Learners
		Improving Through Action Research
		Moving Forward With Action Research
			My Ongoing AR Projects
			Moving Language Teacher Education and the Field Forward
		Discussion Questions
		Note
		Further Reading
		References
	32 Fantastic Shining Consequences of Practising Action Research in a Public-School EFL Classroom
		How I Started the Journey of Action Research
		Teaching in a Peruvian Public School: Successful Achievements Performing Action Research
		The Impact of My Action Research in My School and Community
		Ongoing Research and Recommendations
		Recommendations for Action Researchers
		Discussion Questions
		Further Reading
		References
	33 From Action Research to Higher Degree Research: An Ecological Perspective
		Introduction
		AR as a Form of Language Teachers’ Professional Development
		Affordances and Constraints to Pursue AR
		Action Research: Problem, Context, and Outcomes
		Further Research
		Ecological Systems Theory
		Reflection
			Affordances Within a Microsystem
			Affordances Within a Mesosystem
			Affordances Within a Macrosystem
		Conclusion
		Discussion Questions
		Further Reading
		References
	34 Looking to the Future in Language Teacher Action Research
		Expanding the Role of Students in Action Research
		Considering the Social-Emotional Impact of Action Research
		Mentoring Teachers in Action Research
		Disseminating Action Research
		Engaging Institutionally and Establishing Communities of Practice
		Generating Inclusive Research Communities Through Researcher-Teacher Collaboration
		Encouraging Action Research in Higher Education
		Looking to the Future
		References
Index