Doing Action Research in English Language Teaching. A Guide for Practitioners

By Deborah Mason. 2010

861 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3105163d9b53e8ed2d88e1eec13dbf144622efca

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Citations in the corpus

Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning (2013, methodology): “Concerning data collection and instruments we aimed at integrating qualitative and quantitative methods (Burns 2010; Richards 2003) in order to obtain a richer account of the CAR-CLIL project.”
Communication-oriented language teaching: Where are we now? Where do we go from here? (2012, background): “…means for renewal in a postmethod pedagogy is therefore collaborative research in which teachers and theorists/researchers work together from the outset (for example, through procedures such as those described in Burns 2010) to identify and explore issues and problems that require attention.”
The language-learning self, self-enhancement activities, and self perceptual change (2012, background): “Furthermore, Burns (2010) asserts that, as action research ought not interfere with teaching, data collection ‘in creative and adaptable ways’ may be necessary (p. 56).”
Peer feedback in second language writing (2005–2014) (2016, background): “Action research, case studies, and quasi-experimental studies can be carried out to explore how the different modes of online peer feedback, and can be best combined in L2 writing instruction and maximize the benefits of peer feedback for students’ writing development (Burns 2010; Trotman 2010).”
Philippine Classroom Teachers as Researchers: Teachers’ Perceptions, Motivations, and Challenges (2017, background): “Challenges in doing Research While there were a few previous studies in the Philippines that dealt with teachers as researchers and the challenges they faced in doing research, there are a number of studies that focused on this issue in other countries.”
Language teacher research engagement (2010, background): “…last twenty years there have been a number of texts whose aim is to enable language teachers to engage in research, often from an explicitly teacher research (or action research) perspective (McDonough & McDonough 1997; Freeman 1998; Wallace 1998; Burns 1999; O’Brien & Beaumont 2000; Burns 2010).”