Volume 3, Issue 4 (12-2021)                   kurmanj 2021, 3(4): 1-9 | Back to browse issues page


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Isaie F, Saeid A, Ashraf H. The Study of Conducting Collaborative Action Research in Learning Process. kurmanj. 2021; 3 (4) :1-9
URL: http://kurmanj.srpub.org/article-2-123-en.html
Torbat-e Heydariyeh Branch, Islamic Azad University, Iran
Abstract:   (4 Views)
This study aims to investigate the use of collaborative action research in EFL classroom. Therefore, this is an action research which is analyzed qualitatively. The research is conducted in Kish Way Language Institute. Because of the nature of the study, the participants of the study consist of teacher, researcher, and students; and speaking skill is considered as the context of the study. Research findings show that students' speaking skills have improved in terms of abilities such as answering teacher questions, identifying words and grammar used in the phrase, constructing sentences using appropriate grammar and vocabulary, and expressing their idea. In addition, the class situation is more vivid in terms of student activity. The study of action research is a valuable and inspiring experience that gives new knowledge to the researcher. It is hoped that research can be conducted by other researchers to achieve a better teaching and learning process.
Full-Text [PDF 459 kb]   (1 Downloads)    
Humanities: Research | Subject: English language
Received: 2021/09/15 | Accepted: 2021/10/30 | Published: 2021/12/25

References
1. Messikh D. A systematic review of the outcomes of using action research in education. Arab World Eng J. 2020; 11(1): 482-488. [DOI:10.24093/awej/vol11no1.32]
2. Constantinou E, Ainscow M. Using collaborative action research to achieve school-led change within a centralised education system: perspectives from the inside. Educ Act Res. 2019; 28(1): 4-21. [DOI:10.1080/09650792.2018.1564686]
3. Carr W, Kemmis S. Becoming critical: education. knowledge and action research. Falmer, London. 1986.
4. Bansal S. Preparing school to meet the challenge of inclusive education for children with disabilities: A collaborative action research network. Int J Educ Manag Stud. 2020; 10(2): 191-194.
5. Dikilitaş K, Wyatt M, Burns A, Barkhuizen G. (Eds.). Energizing teacher research.Faversham, England: IATEFL. 2019.
6. Ellis R. Second language acquisition, teacher education and language pedagogy. Lang Teach. 2010; 43(2): 182-201. [DOI:10.1017/S0261444809990139]
7. O'Siochru C, Norton L, Pilkington R, Parr E, Anderson B, Maslen J. Action learning: how can it contribute to acollaborative process of pedagogical action research? Educ Act Res. 2020; doi: 10.1080/09650792.2020.1850495 [DOI:10.1080/09650792.2020.1850495]
8. O'Siochru C. Can the study of students' epistemological beliefs and epistemic match help us to explore the disciplinary nature of education studies? Educ Stud. 2018; 54(4): 319-334. [DOI:10.1080/00131946.2017.1413369]
9. Ahmad Z. Action research in EFL: Exploring writing pedagogy through a task-based lesson delivery. J Lang Teach Res. 2020; 11(3): 379-388. [DOI:10.17507/jltr.1103.06]
10. Anderson B, Cook T. Developing early years' leadership: Examining the practice of facilitation in and through action research. Educ Act Res. 2020; 1-17.
11. Sigurdardottir I, Puroila AM. Encounters in the third space: Constructing the researcher's role in collaborative action research. Educ Act Res. 2018; 1-15. doi: 10.1080/09650792.2018.1507832 [DOI:10.1080/09650792.2018.1507832]
12. Francis K. Action research. In: Taylor B, Fancis K (eds). Qualitative Research in the Health Sciences. Methodologies, Methods and Processes. London and New York: Routledge, 2013; 153-161.
13. Missiuna C, Pollock N, Levac D. Partnering for change: An innovative school-based occupational therapy service delivery model for children with developmental coordination disorder. Can J Occup Therap. 2012; 79(1): 41-50. [DOI:10.2182/cjot.2012.79.1.6] [PMID]
14. Walker M. Political agency and capabilities formation through participatory action research. J Hum Dev Capabil. 2018; 19: 53-69. [DOI:10.1080/19452829.2017.1392934]
15. Koshy V. Action research for improving educational practice: A step-by-step guide. London: Sage. 2010.
16. Lehtonen T. Practitioner research as a way of understanding my work: Making sense of graduates' language use. In Kırkgöz Y. Dikilitaş K. (Eds.), Key issues in English for specific purposes in higher education. Cham, Switzerland: Springer. 2018; 129-140. [DOI:10.1007/978-3-319-70214-8_8]
17. Mills GE. Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Prentice-Hall. 2014.
18. Lopez-Pastor Victor M, Monjas Roberto, Manrique Juan Carlos. Fifteen years of action research as professional development: Seeking more collaborative, useful and democratic systems for teachers. Educ Act Res. 2011; 19(2): 153-170. [DOI:10.1080/09650792.2011.569190]
19. Vaughan M, Burnaford G. Action research in graduate teacher education: a review of the literature, 2005-2015. Educ Act Res. 2015; 24: 280-299. [DOI:10.1080/09650792.2015.1062408]
20. Chen S, Huang F, Zeng W. Comments on systematic methodologies of action research in the new millennium: a review of publications 2000-2014. Act Res. 2018; 16(4): 341-360. [DOI:10.1177/1476750317691103]
21. Burns A, Westmacott A. Teacher to researcher: Reflections on a new action research program for university EFL teachers. Profile: Issues in Teachers' Professional Development, 2018; 20(1): 15-23. [DOI:10.15446/profile.v20n1.66236]
22. Banegas DL. Towards understanding EFL teachers' conceptions of research: Findings from Argentina. Profile: Issues in Teachers' Professional Development, 2018; 20(1): 57-72. [DOI:10.15446/profile.v20n1.61881]
23. Vaughan M. The body of literature on action research in education. The Wiley handbook of action research in education, first edition. Edited by Craig a. Mertler, 2019; 53-74. [DOI:10.1002/9781119399490.ch3]
24. Hopkins D. A Teacher's Guide to Classroom Action Research. Great Buckingham: Open University Press. 1992; ISBN: 0335221742
25. Nunan D. Research Method in Language Learning. Cambridge: Prentice Hall. 1997; ISBN: 978- 0521429689
26. Burns A. Collaborative Action Research for English Language Teacher. Cambridge: Cambridge University Press. 1999; ISBN: 052163895X
27. Glaser BG, Starus AL. The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine Publishing Company. 1967; ISBN: 978-0202302607

Add your comments about this article : Your username or Email:
CAPTCHA

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.