ACTION RESEARCH IN

EDUCATION AND APPLIED

LINGUISTICS

Unidad 2
Action research process

Tema 2
How to improve research
 Objective
During this unit, students will be able to
develop a research plan in the education field
 Introduction
Action research is a universal discipline that generates knowledge
fundamental in every one of the areas of human endeavor. It is a tool that
allows humanity to know the surrounding world, building knowledge to solve
practical problems.
To carry out action research, it is necessary to consider specific considerations from
selecting participants. In this place, you will carry out your study, the tools or
techniques that will be implemented, and the workspace's security.
 SUBTOPIC

1 Selection and define the proper

focus of research

SUBTOPIC
2
The action research cycle
SUBTOPIC
3
Evaluating and reflecting on the
action research process
SUBTOPIC
4
Source: https://bit.ly/3IDIPiF
Make changes and improvement
 Warm-up Activity:
Instructions:
1. Watch the video about
Action research in Education
2. Pay attention to those pre-
service teachers’ research
topics.
3. What are they based on?
4. How can a proper research

Available at https://www.youtube.com/watch?v=LRdnQO5E04M
topic be selected?
Subtopic 1: Selection and define the proper focus of research

• Brainstorm for ideas.

1 • Choose a topic that will enable you to read and understand the
Problem articles and books you find.
• Ensure that the topic is manageable and that material is available.
• Make a list of keywords.
2
• Be flexible. You may have to broaden or narrow your topic to fit
Question your research interest.

Source: https://bit.ly/3o1e2Tp
Subtopic 1: Selection and define the proper focus of research

Source: https://bit.ly/3IGhtby
WHO
WHY • Who are the information providers on this topic?
•Why did you choose the topic?
• Who might publish information about it?
•What interests you about it?
• Who is affected by the topic?
•Do you have an opinion about the
• Do you know of organizations or institutions
issues involved?
affiliated with the topic?

Source: https://bit.ly/3o1e2Tp
Subtopic 1: Selection and define the proper focus of research

WHAT
• What are the major questions for this topic?
• Is there a debate about the topic?
• Are there a range of issues and viewpoints
WHERE
to consider? • Where is your topic important: at the
local, national or international level?
• Are there specific places affected by
the topic?

Source: https://bit.ly/3o1e2Tp
Subtopic 1: Selection and define the proper focus of research

Set realistic expectations and goals Establish a base of operations

Data collection, participants timing People, place
Know the objectives of the research Recruit your action research participants

Clear focus on the objective Case of study

Subtopic 2: The action research cycle

Instructions:
1. Watch the video about
Action the research cycle.
2. What is the typical cycle?
3. Why in that order?
 Subtopic 2: The action research cycle
Experience and
perceptions are used to
identify an area of focus
based on a problem.

Limiting the topic

1 Reflect
Review what is already
known about the problem
or focus area and to learn
How can you plan to implement a
more about the problem.
treatment when you haven’t
identified the problem yet?

Review the literature

(Ary et al., 2010)

Subtopic 2: The action research cycle

Example:

• What if I begin teaching the Spanish-speaking

children in my 10th-grade class some basic English
words?
• Would that reduce their anxiety about speaking the
Esta foto de Autor desconocido está bajo licencia CC BY
language?
Subtopic 2: The action research cycle

Steps to take action

2 Plan How to gather

Where to start? information and data

Observe or capture the

experience or monitor
the practice
(Ary et al., 2010)
Subtopic 2: The action research cycle

3 Act

Implementation Data collection Application of the

of the plan to from a variety of treatment
collect data sources

(Ary et al., 2010)

Subtopic 2: The action research cycle

4 Observe

The researcher synthesizes

and analyzes the data.

Key issues related to the

problem are identified.
(Ary et al., 2010)
Subtopic 3: Evaluating and reflecting on the action research process

Do not be overconfident
when conducting research

"Confidence makes individuals appear more competent in the

eyes of others, even when that confidence is unjustified and
unwarranted," Cameron Anderson from the School of
Management at the University of California, Berkeley.

Overconfident people erroneously believe that

they are more effective than they actually are.
Source: https://bit.ly/2OBSDBC
Subtopic 3: Evaluating and reflecting on the action research process
Questions to evaluate the process
Subtopic 4: Make changes and improvement

• The rapid social and technological changes require constructing new images of
social practice in general and companies in particular. It is thought that the action
research carried out by the entities of these educational institutions can become
one of the tools for change and improvement in organizational quality.

• Action research must arouse curiosity, reflection, questioning, doubt, and

fundamental bases of genuine research's novelty, thinking, question, doubt, and
basic commands.
CLOSING ACTIVITY

Instructions:

1. Think about what was shared during

this session.
2. Determine 3 ideas you think your
classmates should know about the
topics studied.
3. Share that with us.
REFERENCES
• Ary, D., Jacobs, L., Sorensen, C. (2010). Introduction to Research in Education (8th Ed) . Cengage Learning

• Burns, A. (2009). Action research. In Qualitative research in applied linguistics (pp. 112-134). Palgrave Macmillan.

https://link.springer.com/chapter/10.1057/9780230239517_6?noAccess=t rue

• Coghlan, D., Coughlan, P., & Brennan, L. (2004). Organizing for research and action: implementing action

researcher networks. Systemic Practice and Action Research, 17(1), 37-49.

• Dickens, L., & Watkins, K. (1999). Action research: rethinking Lewin. Management Learning, 30(2), 127-140

• List, D. (2006). Action research cycles for multiple futures perspectives. Futures, 38(6), 673-684

https://doi.org/10.1016/j.futures.2005.10.001

• Grajales, T. (2000). Tipos de investigación. Online)(27/03/2.000). https://cmapspublic2.ihmc.us/rid=1RM1F0L42-

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