1. Demystifying action
research
A report on a small-scale action research project
Abdellatif Zoubair
zoubair2@hotmail.com
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2. Outline
 Abstract
 Theoretical background
 The study
 Conclusion and recommendations
 Appendices
 Bibliography
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3. Food for thought
 “If you want it done right, you may as well do
it yourself.” (Dalton Trumbo, screenwriter)
 "Contemplating problems does not lead
necessarily to solving them." (Wallace, 1998)
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4. Abstract
 Context
 Topic
 Questions
 Techniques
 Actions
 Conclusion
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5. Theoretical Background
 History:
-1944
-1960s/1970s
-Aristotle
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6. Rationale
 Observe what students really do
 Provide feedback on our teaching
 Adapt teaching and learning
 Not rely totally on „top-down‟
decisions
 Help teachers become change
agents.
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7. Definitions of Action Research:
1."… research carried out by teachers,
with teachers and for teachers.”
(Webber 1994)
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8. 2. "Action research can be defined as a
combination of the terms "action" and
"research." Action research puts ideas
into practice for the purpose of self-
improvement and increasing knowledge
about curriculum, teaching and learning.
The ultimate result is improvement in
what happens in the classroom and
school." (Kemmis and McTaggert 1982)
(from Onel 1997)
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9. Main features
 it is a "form of structured reflection“
 it focuses on problems arising from
teaching practice
 it is "inquiry-oriented":
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10. Main features (cont’d)
 it is "a reflective cycle“
 outcomes are not necessarily
"generalizable" to other teaching
contexts
 it is not a 'top-down' action.
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11. Main Steps of Action Research
1. Identify an issue
2. Seek knowledge
3. Plan an action
4. Implement the action
5. Observe the action
6. Reflect on your observation
7. Revise the plan
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12. Techniques
 Field notes
 Teaching logs
 Diaries
 Verbal reports
 Structured observation
 Questionnaires and interviews
 ...
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13. The study
Reframing the research question:
“Enhancing students' involvement
and enjoyment"
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14. Techniques
-Field notes
-Questionnaires
-Digital photography
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15. Methodology
Designed according to basic research
action „models‟
Refer to chart
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16. Main findings
 General information:
-number
-gender
-age
 Trying new methods: 90%
 For re-pair up: 75%
 Complete word maps on the board:
100%
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17. Main findings (cont’d)
 Stand up to act out dialogues: 90 %
 For „Run for it‟: 65 %
 Completing „internet assignment‟:
50 %
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18. Conclusion and recommendations
 Reflect constantly on own practices
 First review literature
 Trust own judgement, but also
 Use reliable means
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19. More lessons learnt . . .
 Leave room for personal intiative
 Involve colleagues AND
 Students
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20. Most important lesson:
 "Contemplating problems does not
lead necessarily to solving them."
(Wallace, 1988).
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21. Bibliography
 Ahellal, M. 1994. "Classroom Research and the Teacher
Researcher". Proceedings of the XIV Mate Annual
Conference. Casablanca: Mate Publications.
 Brown, J. D. 1988. Understanding research in second
language learning: Ateacher's guide to statistics and
research design. New York: CambridgeUniversity Press.
 O'Brien, R. (2001). An Overview of the Methodological
Approach of Action Research. In Roberto Richardson
(Ed.), Theory and Practice of Action Research. João
Pessoa, Brazil: Universidade Federal da Paraíba. (English
version) Available at:
http://www.web.ca/~robrien/papers/arfinal.html
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22.  Onel, Z. 1997. Teacher Initiated Research: Action Research.
Forum, Vol 35 No 1. Onel, Z. 1997. Teacher Initiated
Research: Action Research. Forum, Vol 35 No 1.
 Verster, C., 2003. Action Research, available at
http://www.teachingenglish.org.uk/think/methodology/actio
n_research.shtml
 Wallace, M. J. 1998. Action research for language teachers.
New York: Cambridge University Press.
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23.  Webber, R. 1994. "Classroom-oriented research: teacher
knows best." Proceedings of the XIV Mate Annual
Conference. Casablanca: Mate Publications.
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24. Thank you for your attention!
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