Action Research in English Language Teaching: Contributions and Recent Developments

Abstract

Action research, as part of a more general movement toward “teacher research,” has become increasingly prevalent in the field of English language teaching (ELT) over the last two decades. It can be considered as a form of professional learning for language teachers which takes a socioconstructivist approach in which teachers are seen as agentive actors within their own social contexts. After providing an account of the conceptual features of action research and a brief overview of its origins, this chapter considers how it relates to other forms of research in ELT. It outlines the development of action research within the field of English language teaching. It then considers what various studies have shown about the impact of conducting action research on teachers. The chapter also considers some of the more recent initiatives that have contributed to the spread of this form of research in the field of English language teaching.