Routledge Handbook of Language Teacher Action Research

Anne Burns is Honorary/Adjunct Professor at the University of New South Wales, Curtin University, the University of Sydney, and The Education University, Hong Kong. She is also Professor Emerita at Aston University, Birmingham. She is acknowledged internationally for her work in advocating and promoting action research in TESOL/applied linguistics through extensive publication and research. Beginning in the early 1990s, she has facilitated and mentored language teacher action research in many different countries across the world.Kenan Dikilitaş is Professor of University Pedagogy at the University of Bergen, Bergen, Norway, in the Department of Education within the Faculty of Psychology. He has co-authored two monographs on action research and exploratory practice and has co-edited several volumes featuring contributions from reachers and teacher educators, highlighting insights from teachers and teacher educators based on their classroom experiences. His published articles in international journals focus on action research and how language teachers develop their teaching practices and professional identity through research engagement.

“This outstanding anthology presents a multidimensional overview of approaches to action research. Drawing on research and practice in many different contexts the collection redefines the nature, scope and impact of action research and highlights the contribution it can make to teacher and institutional development and to student learning.”Jack C Richards, University of Sydney, Australia“This landmark handbook provides a thorough treatment of language teacher action research, showcasing its profound impact on teachers’ professional practice and development. Unparalleled in comprehensiveness, this volume is a seminal publication that advances our understanding of action research in language education. It provides an indispensable resource for practitioners, researchers, and teacher educators.”Icy Lee, National Institute of Education, Nanyang Technological University, Singapore“This Handbook marks an important milestone in our understanding of action research in the field of second-foreign language teaching. The 32 chapters detail a trajectory from early perceptions that often marginalized the work as ‘teachers fixing their teaching', to our present understanding of the methodology as part of a heuristic paradigm (Freeman & Cameratti 2019) which repositions teachers to generate unique knowledge about their work. The editors have done an excellent job of laying out the different spheres of impact of language teacher action research—professional, pedagogical, personal, and educational— in a volume that establishes its variety and breadth of productive benefits to the research, policy, and practitioner communities.”Donald Freeman, Marsal School of Education, University of Michigan, USA

• List of FiguresList of TablesList of Contributors1. Language Teacher Action Research: An IntroductionAnne Burns and Kenan DikilitaşPart I: Professional Impact2. Research Knowledge and SkillsJoseph Siegel3. Striving for Positive Change in Second Language Education: A Consideration of Critical Action ResearchGregory Hadley4. Creativity in Language Teacher Action ResearchDarío Luis Banegas and Luis S. Villacañas de Castro5. The Impact of Practitioner Research: What Teachers and Students Gain from Doing ResearchJudith Hanks6. Publishing Action Research by Teachers of EnglishMelba Libia Cárdenas7. Developing Professional Ethics for Action ResearchRoger BarnardPart II: Pedagogical Impact8. Action Research for Teaching GrammarMelissa Reed and Phil Chappell9. Student Engagement through Action ResearchKenan Dikilitaş10. Digital Data-led Reflections on Language Classroom Interaction: A Collaborative Action Research StudyOlcay Sert and Carolina Jonsson11. Researching Mobile Technologies in Language TeachingNicky Hockly12. Online Learning/Hybrid Learning and Action ResearchJohn I. Liontas13. Using Corpus Approaches in Language Teacher Action ResearchFiona Farr14. Action Research and Language AssessmentFrank Giraldo and Daniel Murcia QuinteroPart III: Personal Impact15. Action Research and Language Teacher AgencyVahid Bahrami and Xuesong (Andy) Gao16. Action Research as an Avenue for Exploring Teacher WellbeingTammy Gregersen17. Teacher and Learner Autonomy through Action ResearchRhian Webb and Simon Mumford18. Action Research into Learner and Teacher MotivationRichard J Sampson and Richard S Pinner19. The Centrality of Reflection in Action Research: A Neglected IssueLe Van Canh20. Language Teacher Identity and Action Research: Insights and ImplicationsGary Barkhuizen21. Teacher Emotional Development and Action ResearchStephanie King and Christina Gkonou22. Building Language Teachers’ Self-Efficacy Beliefs for and through Action ResearchMark Wyatt23. Action Research and Language Teacher Cognition: Reflexive, Intentional, PraxicalAnne FeryokPart IV: Educational Impact24. Looking From the Outside In – Action Research in Initial Language Teacher EducationMalba Barahona and Stephen Darwin25. In-Service Teacher Education and Action ResearchAnne Burns26. Institutional Development through Action ResearchEmily Edwards and Neville John Ellis27. Unpacking the Roles of Action Research FacilitatorsRui Yuan, Kailun Wang, and Hong Zhang28. Exploring the Interface between Difficult Circumstances and Action Research in English Language TeachingAmol Padwad29. Action Research for Social Justice in Language EducationMelina PortoPart V: Teacher Voices30. The Transformative Power of Action Research on A Teacher’s Practices, Identity, and CareerPeter Brereton31. My Story Matters: Engaging in Action Research Inquiries in Poland and The United StatesLuis Javier Pentón Herrera32. Fantastic Shining Consequences of Practicing Action Research in a Public-School EFL ClassroomRoxana Carolina Perca Chagua33. From Action Research To Higher Degree Research: An Ecological PerspectiveBianka Malecka34. Looking to the Future in Language Teacher Action ResearchAnne Burns and Kenan DikilitaşIndex