prepared by David Nunan, this gives a clear picture of how our research can help our professional development and the experiences of our students inform our practice.

1. Professional development
through a c t io n
David Nunan
University of Hong Kong
Anaheim University

2. OVERVIEW
 Defining ‘research’ and ‘action research’
 Differentiating ‘classroom’, ‘teacher’ and ‘action
research’
 Questions that are appropriate for action research
 Steps in the action research process
 Payoffs, problems and solutions
 Developing an action plan

3. PRELIMINARY DISCUSSION
How do you think ‘action research’ differs from
‘regular research’?
What are the differences between ‘classroom’,
‘teacher’ and ‘action research’
What are some of the questions that might be
appropriate for action research?

4. DEFINING RESEARCH
Research: “the organized,
systematic search for answers to
the questions we ask” (Hatch and
Lazaraton, 1991:1).
A “systematic process of inquiry
consisting of three elements or
components: (1) a question,
problem or hypothesis, (2) data,
and (3) analysis and
interpretation”
(Nunan, 1992:3).

5. The psychometric paradigm: issues in
search of data
The naturalistic paradigm: data in search
of issues
DOMINANT PARADIGMS

6. AN ALTERNATIVE PARADIGM ACTION
RESEARCH
An iterative cycle of planning, observing, acting
and reflecting
Involves “small-scale interventions”
Is done by practitioners in naturalistic settings
Involves a wide range of data types

7. Goals of Action
Research
Action Research has two
main goals:
3.To seek local
understanding
4.To bring about
improvement in the
context under investigation

8. Three Terms That
Are Sometimes
Confused
• Classroom Research:
Location: Where?
• Action Research:
Method: How?
• Teacher Research:
Agency: Who?

9. Classroom Research,
Action Research &
Teacher Research
& Classroom research
can be conducted by
teachers or other
researchers, using many
research methods
Teacher research can
be done inside or
outside of classrooms by
teachers, using many
research methods

10. Classroom Research,
Action Research &
Teacher Research
3. Action research can be
conducted by teachers
and other researchers,
both inside and outside
classrooms
4. Action research can be
conducted by teachers
in their own classrooms

11. THREE TERMS THAT ARE SOMETIMES
CONFUSED
1. Classroom
Research

12. THREE TERMS THAT ARE SOMETIMES
CONFUSED
1. Classroom
Research
2. Teacher
Research

13. Three Terms ….
1. Classroom
Research 2. Teacher
Research
4.
3. Action Research
4. Classroom Action
Research by Teachers

14. 1ST REFLECTION
& DISCUSSION TASK
Write down three issues /

questions you have or things you
would like to know about your
teaching and/or your students’
learning.
Share you issues / questions in

groups and explain why you chose
these.

15. Steps in doing Action Research
 The research is initiated by a
question, problem or puzzle
 An action is initiated
 Relevant data are collected
 The data are analyzed and
interpreted
 The results are made public
 The process is under the
control of the classroom
teacher

16. THE ACTION RESEARCH CYCLE
Plan Act
Reflect Observe

17. THE ACTION RESEARCH CYCLE
Goal #2
Goal #1
Plan Act
Reflect Observe

18. Example of Action
Research: Cycle 1
Step 1: Problem/puzzle
identification -- “Student
motivation is declining over
the course of the semester.”
Step 2: Preliminary
investigation -- “Interviews
with students confirm my
suspicion.”

19. Example of Action
Research: Cycle 1
Step 3: Hypothesis
formation - “Students do
not feel they are making
progress from their efforts.
Learning logs will provide
evidence to learners of
progress.”
Step 4: Plan intervention -
“Get students to complete
learning logs each week.”

20. Example of Action
Research: Cycle 1
Step 5: Initiate action
and observe outcomes -
“Motivation is improving,
but not as rapidly as
desired.”

21. Example of Action
Research: Cycle 2
Step 6: Identification of
follow-up puzzle - “How can I
ensure more involvement and
commitment by learners to
their own learning process?”
Step 7: Second hypothesis -
“Developing a reflective
learning attitude on the part
of learners will enhance
involvement and motivation
to learn.”

22. Example of Action
Research: Cycle 2
Step 8: Second round of
action and observation “At
the end of each unit of
work, learners complete a
self-evaluation of learning
progress and attainment of
goals.”

23. 2ND REFLECTION
& DISCUSSION TASK
What do you see as the
payoffs, problems and
solutions in doing action
research?

24. PAYOFFS
1. Each teacher learned more about their own theories, or
frames for teaching
2. The frames for teaching of the participants were related
to the bigger questions of second language education
and education in general.
3. Action research was a powerful means of facilitating
change (Lewis,1992).

25. CHANGES REPORTED BY TEACHERS
Teachers:
 Became less directive
 Used a greater variety of
behaviors
 Praised more, criticized less
 Were more aware of students’
feelings
 Used the target language more
 Incorporated student ideas
more

26. CHANGES REPORTED BY TEACHERS
Teachers:
 Spent less class time
talking
 Made greater use of group
work
 Elicited more divergent
open-ended student
responses
 Made greater effort to get
students to participate

27. PROBLEMS / CHALLENGES
 Lack of time
 Lack of expertise
 Lack of ongoing support
 Fear of being revealed as an incompetent teacher
 Fear of producing a public account of their research for
a wider (unknown) audience

28. SOLUTIONS
 There must be someone
‘on the ground’ to ‘own’
the project.
 Experienced advisors must
be available.
 Teachers must be given
adequate training in how
to do research.

29. SOLUTIONS
 Provide teachers with
release time from some
face-to-face teaching.
 Create collaborative
teams.
 Start small.

30. RETURNING TO REFLECTION TASK 1
1. Review one of the the
three questions you
have or things you
would like to know
about your teaching
and/or your students’
learning. Compare these
ideas with one or two
other people.
2. Brainstorm ‘next steps’ in
researching your
question.

31. Steps in the Action Research Process
1. Problem identification
2. Preliminary
investigation
3. Hypothesis formation
4. Intervention
5. Data collection
6. Data analysis
7. Expected outcomes

32. REFLECTION AND DISCUSSION TASK 3
 Using the steps in
the action research
process as a
template, and the
issue / question you
developed earlier,
create your own
action research
plan.

33. FURTHER INFORMATION
Bailey, K.M., A. Curtis and D. Nunan. 2001. Pursuing Professional
Development: The Self as Source. Boston: Thomson Learning /
Heinle
Burns, A. 1999. Collaborative Action Research for English Language
Teachers. Cambridge: Cambridge University Press.
Edge, J. (ed.) 2001. Action Research. Alexandria, VA: TESOL.
Nunan, D. and Bailey, K.M. (2009). Exploring second language
classroom research. Boston: Heinle.
Wallace, M.J. (1998). Action research for language teachers.
Cambridge: Cambridge University Press.