The International Research Foundation

for English Language Education

ACTION RESEARCH: SELECTED REFERENCES

(last updated 25 September 2016)

Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory
practice. Modern Language Journal, 89, 353–366.

Argyris, C., Putnam, R., & Smith, D. M. (1985). Action science: Concepts, methods, and skills
for research and intervention. San Francisco, CA: Jossey-Bass.

Arias, R. (1995). The teacher as researcher: Action research revisited. College ESL, 5(1), 62-76.

Auerbach, E. (1994). Participatory action research. In A. Cumming, Alternatives in TESOL

research: Descriptive, interpretive and ideological orientations. TESOL Quarterly, 28(4),
673–703.

Bailey, K. M. (1990). The use of journals in teacher education programs. In J.C. Richards and D.
Nunan (Eds.), Second language teacher education (pp. 215-226). Cambridge, UK:
Cambridge University Press.

Bailey, K. M. (2001). Action research, teacher research, and classroom research in language
teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language
(3rd ed., pp. 489-498). Boston, MA: Heinle and Heinle.

Bailey, K. M. (2001). Twenty questions about action research. PASAA: A Journal of Language
Teaching and Learning in Thailand, 32, 1-18.

Bailey, K. M. (2014). Classroom research, teacher research and action research in language
teaching. In M. Celce-Murcia, D. Brinton, & M. A. Snow (Eds.), Teaching English as a
second or foreign language (4th ed.) (pp. 601-612) Boston, MA: Heinle Cengage
Learning.

Bailey, K. M., Curtis, A., & Nunan, D. (2001). Action research: In-class investigations.
Pursuing professional development: The self as source (pp. 133-156). Boston, MA:
Heinle and Heinle.

Baumfield, V., Halle, E., & Wall, K. (2008). Action research in the classroom. London, UK:
Sage.

Borg, S. (2011). Doing action research in English language teaching: A guide for practitioners.
English Language Teaching Journal. (65)4, 485-487.

Burns, A. (1995). Teacher-researchers: Perspectives on teacher action research and

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curriculum renewal. In A. Burns & S. Hood (Eds.), Teachers voices: Exploring course
design in a changing curriculum (pp. 3-29). Sydney, Australia: National Centre for
English Language Teaching and Research, Macquarie University.

Burns, A. (1997). Valuing diversity: Action researching disparate learner groups. TESOL
Journal, 7, 6-9.

Burns, A. (1998). Collaborative action research for English language teachers. Cambridge:
Cambridge University Press.

Burns, A. 2000. Participatory action research and ESL. New York, NY: Cambridge University
Press.

Burns, A. (2000). Facilitating collaborative action research: Some insights from the AMEP.
Prospect: A Journal of Australian TESOL, 15, 23-34.

Burns, A. (2004). Action research. In E. Hinkel (Ed.), Handbook of research in second language
teaching and learning (pp. 241–256). Mahwah, NJ: Lawrence Erlbaum Associates.

Burns, A. (2009). Action research in second language teacher education. In A. Burns and J.C.
Richards (Eds.), The Cambridge guide to second language teacher education (pp. 289-
297). Cambridge: Cambridge University Press.

Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners.
New York: Routledge.

Burns, A. (2011). Action research in the field of second language teaching and learning. In E.
Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 237-
257), New York, NY: Routledge.

Burns, A. (2013). Action research. In E. Hinkel (Ed.), Handbook of research in second language
teaching and learning (pp. 241-256). New York, NY: Routledge.

Burns, A. (2013). Innovation through action research and teacher-initiated change. In K. Hyland
& L. C. Wong (Eds.), Innovation and change in English language education (pp. 90-
105). London, UK: Routledge.

Burns, A. (2015). Action research. In Paltridge, B., & Phakiti, A. (Eds.), Research methods in
applied linguistic: A practical approach (pp. 187-204). New York, NY: Bloomsbury
Academic.

Burns, A., de Silva Joyce, H., & Hood, S. (Eds.). (1995). Exploring course design in a changing
curriculum: Teachers’ voices 1. Sydney, Australia: National Centre for English Language
Teaching and Research, Macquarie University.

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 The International Research Foundation
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Burns, A., de Silva Joyce, H., & Hood, S. (Eds.). (1997). Teaching disparate learner groups:
Teachers’ voices 2. Sydney, Australia: National Centre for English Language Teaching
and Research, Macquarie University.

Burns, A., de Silva Joyce, H., & Hood, S. (Eds.). (1999). Staying learner-centred in a
competency-based curriculum: Teachers’ voices 4. Sydney, Australia: National Centre
for English Language Teaching and Research, Macquarie University.

Burns, A., de Silva Joyce, H., & Hood, S. (Eds.). (1999). Teaching casual conversation:
Teachers’ voices 6. Sydney, Australia: National Centre for English Language Teaching
and Research, Macquarie University.

Burns, A., de Silva Joyce, H., & Hood, S. (Eds.). (1999). Teaching critical literacies: Teachers’
voices 3. Sydney, Australia: National Centre for English Language Teaching and
Research, Macquarie University.

Burns, A., de Silva Joyce, H., & Hood, S. (Eds.). (2000). A new look at reading practices:
Teachers’ voices 5. Sydney, Australia: National Centre for English Language Teaching
and Research, Macquarie University.

Calhoun, E. F. (1993). Action research: Three approaches. Educational Leadership, 51, 62-65.

Calzoni, D. (2002). Action research & teacher development: How to make homework more
motivating if we take care of the learners’ different learning styles. Perspectives, A
Journal of TESOL-Italy, 29, 99-108.

Carr, W., & Kemmis, S. (1985). Becoming critical: Knowing through action research.
Victoria, Canada: Deakin University Press.

Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research.
London, England: The Falmer Press.

Chamot, A. U. (1995). The teacher’s voice: Research in your classroom. ERIC/CLL News
Bulletin, 19, 1, 5.

Chan, Y. H. (1996). Action research as professional development for ELT practitioners.

Working Papers in ELT and Applied Linguistics, 2(1), 17-28. Hong Kong: Hong
Kong Polytechnic University.

Christison, M. A., & Bassano, S. (1995). Action research: Techniques for collecting data through
surveys and interviews. The CATESOL Journal, 8, 89-103.

Cohen, L., & Manion, L. (1985). Research methods in education (2nd ed.). London, England:
Croom Helm.

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Coles, P., & Quirke, P. (2001). Professional development through the action learning gateway.
Thai TESOL Newsletter, 14, 14-20.

Collins Stiller, H., & Tezel, Z. (1999). Two action research projects. In J. Richards (Ed.),
Language teaching awareness: A guide to exploring beliefs and practices (pp. 195-210).
Cambridge: Cambridge University Press.

Corey, S. (1953). Action research to improve school practice. New York, NY: Teachers College,
Columbia University.

Crawford, K. (1995). What do Vygotskian approaches to psychology have to offer action

research? Educational Action Research, 3, 239-247.

Crookes, G. (1993). Action research for second language teaching: Going beyond teacher
Research. Applied Linguistics, 14, 130-142.

Crookes, G. (1998). On the relationship between second and foreign language teachers and
research. TESOL Journal, 7, 6-11.

Crookes, G. (2005). Resources for incorporating action research as critique into applied
linguistics graduate education. Modern Language Journal, 89(3), 467–475.

Curtis, A. (1998). Action research: What, how, and why. The English Connection. 3(1), 12-14

Curtis, A. (1999). Use of action research in exploring the use of spoken English in Hong Kong
classrooms. In C. Y. Mee & N. S. Moi (Eds.), IDAC Monograph: Language instructional
issues in the Asian classroom (pp. 75-88). Newark, DE: International Reading
Association.

Curtis, A. (2001). Hong Kong secondary school teachers’ first experiences of action research.
The PAC Journal 1, 65-78.

Donato, R. (December, 2003). Action research. Eric Digest , EDO-FL-03-08

Dutertre, A. (2000). A teacher’s investigation of her own teaching. Applied Language Learning,
11(1), 99-122.

Edge, J. (Ed.). (2001). Action research: Case studies in TESOL practice. Alexandria, VA:
TESOL.

El-Dib, M. A. B. (2007). Levels of reflection in action research: An overview and an assessment

tool. Teaching and Teacher Education, 23(1), 24-35.

Elliott, J. (1988). Teachers as researchers. Paper presented at the annual meeting of the American
Educational Research Association, April.
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 The International Research Foundation
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Enright, L. (1981). The diary of a classroom. In J. Nixon (Ed.), A teacher's guide to action
research: Evaluation, enquiry and development in the classroom (pp. 37-51). London,
England: Grant McIntyre, Ltd.

Flamini, E., & Jimenez Raya, M. (2007). Action research: Professional development through
enquiry. In M. Jimenez Raya & L. Sercu (Eds.), Challenges in teacher development:
Learner autonomy and intercultural competence (pp. 105-124). Frankfurt am Main: Peter
Lang.

Gebhard, J. (1999). Problem posing and solving with action research. In J. Richards (Ed.),
Language teaching awareness: A guide to exploring beliefs and practices (pp. 59-77).
Cambridge: Cambridge University Press.

Gibbons, P. (2008). “It was taught good and I learned a lot”: Intellectual practices and ESL
learners in the middle years. Australian Journal of Language and Literacy, 31, 155-173.

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (1998). Action research: The school as the
center of inquiry. In C. D. Glickman, S. P. Gordon, & J. M. Ross-Gordon (Eds.),
Supervision of instruction: A developmental approach (pp. 407-429). Boston, MA: Allyn
and Bacon.

Goff, S. (1996). Experienced teachers and action research: A model for professional
development. In G. Burnaford, J. Fisher, & D. Hobson (Eds.), Teachers doing research:
Practical possibilities (pp. 155-162). Mahwah, NJ: Lawrence Erlbaum Associates.

Gore, J., & Zeichner, K. (1991). Action research and reflective teaching in preservice teacher
education: a case study from the United States. Teaching and Teacher Education, 7(2),
119-136.

Greenwood, D. J., & Levin, M. (1999). Introduction to action research: Democratizing the
research process. Thousand Oaks, CA: Sage Publications.

Guazzieri, A. V., & Turchi, P. (2002). Action research for a more conscious teaching/learning
process. Perspectives, A Journal of TESOL-Italy, 29, 109-118.

Hadley, G. (Ed.) (2003). Action research in action. Singapore: SEAMEO Regional English
Language Center.

Hustler, D., Cassidy, T., & Duff, T. (Eds.). (1986). Action research in classrooms and schools.
London, England: Allen and Unwin.

Hutchinson, B., & Bryson, P. (1997). Video, reflection and transformation: Action research in
vocational education and training in a European context. Educational Action Research, 5,
283-303.
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Johnston, B. (2000). Investigating dialogue in language teacher education: The teacher educator
as learner. In K.E. Johnson (Ed.), Teacher education (pp. 157-173). Alexandria, VA:
TESOL.

Kebir, C. (1994). An action research look at the communication strategies of adult learners.
TESOL Journal, 4(1), 28-31.

Kenmis, S. (1981). The action research reader. Victoria, Canada: Deakin University.

Kemmis, S. (1985). Action research and the politics of reflection. In D. Boud, R. Keogh, & D.
Walker (Eds.), Reflection: Turning experience into learning (pp. 139-164). London, UK:
Croom Helm.

Kemmis, S., & Henry, C. (1989). Action research. IATEFL Newsletter, 102, 2-3.

Kemmis, S., & McTaggart, R. (1982). The action research planner. Victoria, Canada: Deakin
University.

Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Victoria, Canada:
Deakin University.

Knezedvic, B. (2001). Action Research. IATEFL Teacher Development SIG Newsletter, 1, 10-12.

Knowles, T. (1990). Action research: A way to make our ideas matter. The Language Teacher,
14(7).

Kwan, T. Y. L. (1993). Contexts for action research development: The case for Hong Kong.
Curriculum Forum, 3(3), 11-23.

Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2, 34-46.

Lucas, P. (1988). An approach to research based teacher education through collaborative inquiry.
Journal of Education for Teaching: International Research and Pedagogy, 14(1), 55-73.

McKernan, J. (1996). Curriculum action research: A handbook of methods and resources for the
reflective practitioner. London: Kogan Page.

McLean, J. (1995). Improving education through action research: A guide for administrators
and teachers. Thousand Oaks, CA: Corwin Press Inc.

McNiff, J. (1988). Action research: Principals and practice. London, UK: Macmillan.

McNiff, J., & Whithead, J. (2011). All you need to know about action research (2nd ed.). London,
UK: Sage.
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McPherson, P. (1997). Action research: Exploring learner diversity. Prospect: A Journal of

Australian TESOL, 12(1), 50-62.

Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom (2nd ed.).
Thousand Oaks, CA: Sage.

Michon'ska-Stadnik, A. (1997). Introduction. Action Research in the Lower Silesia Cluster

Colleges: A special edition of Orbis Linguarum, 2, 7-9.

Michonska-Stadnik, A., & Szulc-Kurpaska, M. (Eds.). (1997). Action research in the lower
Silesia cluster colleges: Developing learner independence. Orbis Linguarum, 2. Legnica,
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Mingucci, M. (1999). Action research in ESL staff development. TESOL Matters, 9(2), 16.

Mochi, S. (2002). Defamiliarising teaching: Action-research as art. Perspectives, A Journal of

TESOL-Italy, 29(1), 67-74.

Mok, A. (1997). Student empowerment in an English language enrichment programme: An

action research project in Hong Kong. Educational Action Research, 5(2), 305-320.

Moreira, M. A., Vieira, F., & Marques, I. (1999). Pre-service teacher development through action
research. The Language Teacher, 23(12), 15-18.

Murray, D. E. (2010). Learning by doing: The role of data collection in action research. In G.
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Nixon, J. (Ed.). (1981). A teacher’s guide to action research. London, England: Grant McIntyre.

Nixon, J. (1987). The teacher as researcher. Peabody Journal of Education, 64(2), 20-32.

Noffke, E., & Stevenson, B. (Eds.). (1995). Educational action research: Becoming practically
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Nunan, D. (1989). Understanding language classrooms: A guide for teacher-initiated action.

New York, NY: Prentice Hall

Nunan, D. (1990). Action research in the language classroom. In J. C. Richards & D. Nunan
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Nunan, D. (1993). Action research in language education. In J. Edge & K. Richards (Eds.),
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Oja, S. N., & Smulyan, L. (1989). Collaborative action research: A developmental approach.
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Plastina, A. F. (2002). Defamiliarizing teaching: Action-research as art. Perspectives, A Journal

of TESOL-Italy, 29, 67-74.

Plastina, A. F. (2002). Teacher reflection in L2 instructional action. Perspectives, A Journal of

TESOL-Italy, 29(1), 47-66.

Pyo, K. -H. (2005). Action research on cooperative language classroom. Foreign Languages
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Rainey, I. (2000). Action research and the English as a Foreign Language practitioner: Time to
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Rankin, J., & Becker, F. (2006). Does reading the research make a difference? A case study of
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Rasulo, M. (2002). Sustainable teaching through action research. Perspectives, A Journal of

TESOL-Italy, 29, 75-98.

Reason, P. (1988). Human inquiry in action: Developments in new paradigm research. Beverly
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Reason, P., & Bradbury, H. (2000). Handbook of action research: Participative inquiry
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Ruiz de Gauna, P., Díaz, C., Gonzalez, V., & Garaizar, I. (1995). Teachers' professional
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Voices from the language classroom: Qualitative research in language education (pp.
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