The Routledge Handbook of Language Teacher Action Research

1. Auflage 2024
ISBN: 978-1-032-43442-1
Verlag: Taylor & Francis

Buch, Englisch, 436 Seiten, Format (B × H): 170 mm x 244 mm, Gewicht: 889 g

Reihe: Routledge Handbooks in Applied Linguistics

The Routledge Handbook of Language Teacher Action Research is an authoritative and innovative treatment of language teacher action research (LTAR) as a growing research field.

Edited by two global thought leaders in LTAR, it features 34 original thematic contributions from a global range of experts at the cutting edge of the field, providing a comprehensive survey not found in any other single publication. Initiatives across the world are demonstrating the value of LTAR, which has been shown to provide language teachers with strong, exciting, and influential opportunities for learning, and gaining a feeling of empowerment. This groundbreaking Handbook theorises these premises from multiple perspectives in specific areas of language teacher education and curates a broad range of original content that integrates the practical and theoretical knowledge that has emerged over the years since LTAR began to develop.

This volume is a groundbreaking guide for researchers of language teaching, as well as practitioners and educators that want to harness the potential of LTAR in both theory and practice.

Chapter 10 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Zielgruppe

Postgraduate and Undergraduate

Autoren/Hrsg.

Burns, Anne

Dikilita&

Dikilitas, Kenan

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

List of Figures

List of Tables

List of Contributors

1. Language Teacher Action Research: An Introduction

Anne Burns and Kenan Dikilitas

Part I: Professional Impact

2. Research Knowledge and Skills

Joseph Siegel

3. Striving for Positive Change in Second Language Education: A Consideration of Critical Action Research

Gregory Hadley

4. Creativity in Language Teacher Action Research

Darío Luis Banegas and Luis S. Villacañas de Castro

5. The Impact of Practitioner Research: What Teachers and Students Gain from Doing Research

Judith Hanks

6. Publishing Action Research by Teachers of English

Melba Libia Cárdenas

7. Developing Professional Ethics for Action Research

Roger Barnard

Part II: Pedagogical Impact

8. Action Research for Teaching Grammar

Melissa Reed and Phil Chappell

9. Student Engagement through Action Research

Kenan Dikilitas

10. Digital Data-led Reflections on Language Classroom Interaction: A Collaborative Action Research Study

Olcay Sert and Carolina Jonsson

11. Researching Mobile Technologies in Language Teaching

Nicky Hockly

12. Online Learning/Hybrid Learning and Action Research

John I. Liontas

13. Using Corpus Approaches in Language Teacher Action Research

Fiona Farr

14. Action Research and Language Assessment

Frank Giraldo and Daniel Murcia Quintero

Part III: Personal Impact

15. Action Research and Language Teacher Agency

Vahid Bahrami and Xuesong (Andy) Gao

16. Action Research as an Avenue for Exploring Teacher Wellbeing

Tammy Gregersen

17. Teacher and Learner Autonomy through Action Research

Rhian Webb and Simon Mumford

18. Action Research into Learner and Teacher Motivation

Richard J Sampson and Richard S Pinner

19. The Centrality of Reflection in Action Research: A Neglected Issue

Le Van Canh

20. Language Teacher Identity and Action Research: Insights and Implications

Gary Barkhuizen

21. Teacher Emotional Development and Action Research

Stephanie King and Christina Gkonou

22. Building Language Teachers’ Self-Efficacy Beliefs for and through Action Research

Mark Wyatt

23. Action Research and Language Teacher Cognition: Reflexive, Intentional, Praxical

Anne Feryok

Part IV: Educational Impact

24. Looking From the Outside In – Action Research in Initial Language Teacher Education

Malba Barahona and Stephen Darwin

25. In-Service Teacher Education and Action Research

Anne Burns

26. Institutional Development through Action Research

Emily Edwards and Neville John Ellis

27. Unpacking the Roles of Action Research Facilitators

Rui Yuan, Kailun Wang, and Hong Zhang

28. Exploring the Interface between Difficult Circumstances and Action Research in English Language Teaching

Amol Padwad

29. Action Research for Social Justice in Language Education

Melina Porto

Part V: Teacher Voices

30. The Transformative Power of Action Research on A Teacher’s Practices, Identity, and Career

Peter Brereton

31. My Story Matters: Engaging in Action Research Inquiries in Poland and The United States

Luis Javier Pentón Herrera

32. Fantastic Shining Consequences of Practicing Action Research in a Public-School EFL Classroom

Roxana Carolina Perca Chagua

33. From Action Research To Higher Degree Research: An Ecological Perspective

Bianka Malecka

34. Looking to the Future in Language Teacher Action Research

Anne Burns and Kenan Dikilitas

Index

Über Autor(innen)

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 Dikilitas 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.