Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-26T19:52:37.397Z Has data issue: false hasContentIssue false
  • English
  • Français

Language teacher research engagement

Published online by Cambridge University Press:  23 August 2010

Simon Borg
Simon Borg*
Affiliation:
School of Education, University of Leeds, [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers’ professional activities. The paper concludes by outlining a number of conditions which facilitate teachers’ attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.

Type
State-of-the-Art Article
Information
Language Teaching , Volume 43 , Issue 4 , October 2010 , pp. 391 - 429
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Al-Mezeini, H. S. (2009). Does teaching spelling rules make a difference? In Borg, S. (ed.) 2009d, 124–130.Google Scholar
Allison, D. & Carey, J. (2007). What do university language teachers say about language teaching research? TESL Canada Journal 24.2, 61–81.CrossRefGoogle Scholar
Allwright, D. (1997). Quality and sustainability in teacher-research. TESOL Quarterly 31.2, 368–370.CrossRefGoogle Scholar
Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research 7.2, 113–142.CrossRefGoogle Scholar
Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. The Modern Language Journal 89.3, 353–366.CrossRefGoogle Scholar
Allwright, D. & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for teachers. Cambridge: Cambridge University Press.Google Scholar
Allwright, D. & Hanks, J. (2009). The developing language learner: An introduction to exploratory practice. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Almeida Ribeiro, S. (2003). The reflective cycle. In Hadley, G. (ed.), 1–8.Google Scholar
Altrichter, H., Feldman, A., Posch, P. & Somekh, B. (2008). Teachers investigate their work: An introduction to action research across the professions (2nd edn.). London: Routledge.Google Scholar
Anderson, G. L. & Herr, K. (1999). The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher 28.5, 12–21, 40.Google Scholar
Atay, D. (2006). Teachers’ professional development: Partnerships in research. TESL-EJ 10.2, 1–14.Google Scholar
Atay, D. (2008). Teacher research for professional development. ELT Journal 62.2, 139–147.Google Scholar
Bailey, K. M. (2001). Action research, teacher research, and classroom research in language teaching. In Celce-Murcia, M. (ed.), Teaching English as a second or foreign language (3rd edn.). Boston, MA: Heinle & Heinle, 489–498.Google Scholar
Bailey, K. M. & Nunan, D. (eds.) (1996). Voices from the language classroom. Cambridge: Cambridge University Press.Google Scholar
Barker, P. (2005). Research in schools and colleges (National Educational Research Forum Working Paper 7.2). www.eep.ac.uk/nerf/word/WP7.2withappendixe42d.doc?version=1.Google Scholar
Barkhuizen, G. (2009). Topics, aims, and constraints in English teacher research: A Chinese case study. TESOL Quarterly 43.1, 113–125.Google Scholar
Barone, T. (1995). Introduction. International Journal of Educational Research, Special Issue: The uses of educational research 23.2, 109–112.CrossRefGoogle Scholar
Bartels, N. (2003). How teachers and researchers read academic articles. Teaching and Teacher Education 19.7, 737–753.Google Scholar
Bartlett, S. (2002). An evaluation of the work of a group of best practice teacher researchers. Journal of In-service Education 28.3, 527–540.CrossRefGoogle Scholar
Bartlett, S. & Burton, D. (2006). Practitioner research or descriptions of classroom practice? A discussion of teachers investigating their classrooms. Educational Action Research 14.3, 395–405.CrossRefGoogle Scholar
Beasley, B. & Riordan, L. (1981). The classroom teacher as researcher. English in Australia 55, 36–41.Google Scholar
Beaven, B. & Borg, S. (eds.) (2003). The role of research in teacher education. Whitstable, Kent: IATEFL.Google Scholar
Bevan, R. B. (2006). Teachers using research: What matters in transferring research knowledge into schools? Presented at the Teacher Research Conference, Birmingham, UK, 14 March 2006. www.standards.dfes.gov.uk/ntrp/lib/pdf/bevan3.pdf.Google Scholar
Block, D. (2000). Revisiting the gap between SLA researchers and language teachers. Links & Letters 7, 129–143.Google Scholar
Borg, S. (2003a). ‘Research education’ as an objective for teacher learning. In Beaven, B. & Borg, S. (eds.), 41–48.Google Scholar
Borg, S. (2003b). Teachers, researchers, and research in TESOL: Seeking productive relationships. TESOL Matters 13.3, 1–4.Google Scholar
Borg, S. (2003c). Teachers’ involvement in TESOL research. TESOL Matters 13.2, 1–8.Google Scholar
Borg, S. (2006a). Conditions for teacher research. English Teaching Forum 44.4, 22–27.Google Scholar
Borg, S. (2006b). Research engagement in English language teaching. Teaching and Teacher Education 23.5, 731–747.Google Scholar
Borg, S. (ed.) (2006c). Classroom research in ELT in Oman. Muscat: Ministry of Education, Oman.Google Scholar
Borg, S. (ed.) (2006d). Language teacher research in Europe. Alexandria, VA: TESOL.Google Scholar
Borg, S. (2007a). English language teachers’ views of research: Some insights from Switzerland. ETAS Newsletter 24.2, 15–18.Google Scholar
Borg, S. (2007b). Teacher research: What exactly are we talking about? www.onestopenglish.com/section.asp?catid=59908&docid=155492.Google Scholar
Borg, S. (2007c). Understanding what teachers think about research. The Teacher Trainer 21.2, 2–4.Google Scholar
Borg, S. (2008a). Research engagement and quality in English language teaching. London: The British Council.Google Scholar
Borg, S. (ed.) (2008b). Investigating English language teaching and learning in Oman. Muscat: Ministry of Education, Oman.Google Scholar
Borg, S. (2009a). English language teachers’ conceptions of research. Applied Linguistics 30.3, 355–388.Google Scholar
Borg, S. (2009b). Introduction: Learning to research in English language teaching. In Borg, S. (ed.), 2009c, xiii–xiv.Google Scholar
Borg, S. (ed.) (2009c). Researching English language teaching and teacher development in Oman. Muscat: Ministry of Education, Oman.Google Scholar
Borg, S. (ed.) (2009d). Understanding English language teaching and learning in Oman. Muscat: Ministry of Education, Oman.Google Scholar
Brindley, G. (1991). Becoming a researcher: Teacher-conducted research and professional growth. In Sadtono, E. (ed.), Issues in language teacher education. Singapore: Regional Language Centre, 89–105.Google Scholar
Brown, J. D. (1988). Understanding research in second language learning: A teacher's guide to statistics and research design. Cambridge: Cambridge University Press.Google Scholar
Brown, J. D., Knowles, M., Murray, D., Neu, J. & Violand-Sanchez, E. (1992). The place of research within the TESOL organization. Alexandria, VA: TESOL.Google Scholar
Brown, S. (2005). How can research inform ideas of good practice in teaching? The contributions of some official initiatives in the UK. Cambridge Journal of Education 35.3, 383–406.Google Scholar
Brumfit, C. & Mitchell, R. (eds.) (1989a). Research in the language classroom. London: Modern English Publications/The British Council.Google Scholar
Brumfit, C. & Mitchell, R. (1989b). The language classroom as a focus for research. In Brumfit & Mitchell (eds.), 3–15.Google Scholar
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.Google Scholar
Burns, A. (2005a). Action research. In Hinkel, E. (ed.), Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum, 241–256.Google Scholar
Burns, A. (2005b). Action research: An evolving paradigm? Language Teaching 38.2, 57–74.CrossRefGoogle Scholar
Burns, A. (2009). Action research in second language teacher education. In Burns, A. & Richards, J. C. (eds.), The Cambridge guide to second language teacher education. Cambridge: Cambridge University Press, 289–297.CrossRefGoogle Scholar
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.Google Scholar
Burns, A. & Burton, J. (eds.) (2007). Language teacher research in Australia and New Zealand. Alexandria, VA: TESOL.Google Scholar
Burns, A. & Hood, S. (eds.) (1995). Teachers’ voices: Exploring course design in a changing curriculum. Sydney: National Centre for English Language Teaching and Research.Google Scholar
Burns, A. & Hood, S. (eds.) (1997). Teachers’ voices 2: Teaching disparate learner groups. Sydney: National Centre for English Language Teaching and Research.Google Scholar
Burton, J. & Mickan, P. (1993). Teachers’ classroom research: Rhetoric and reality. In Edge, J. & Richards, K. (eds.), 113–121.Google Scholar
Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research 14.3, 318–337.CrossRefGoogle Scholar
Carr, W. & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: RoutledgeFalmer.Google Scholar
Carter, K. & Halsall, R. (1998). Teacher research for school improvement. In Halsall, R. (ed.), 71–90.Google Scholar
Castellanos, J. (2008). Journal writing and its benefits in an upper intermediate EFL class. PROFILE 9, 111–128.Google Scholar
CERI/OECD. (2002). Education research and development in England. Background report. Paris: OECD.Google Scholar
Chapelle, C. (2007). Pedagogical implications in TESOL Quarterly? Yes, please! TESOL Quarterly 41.2, 404–406.Google Scholar
Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. New York: Cambridge University Press.Google Scholar
Clarke, M. A. (1994). The dysfunctions of the theory/practice discourse. TESOL Quarterly 28.1, 9–26.CrossRefGoogle Scholar
Cochran-Smith, M. & Lytle, S. L. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher 19.2, 2–11.Google Scholar
Cochran-Smith, M. & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.Google Scholar
Cochran-Smith, M. & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28.715–25.Google Scholar
Cochran-Smith, M. & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.Google Scholar
Coombe, C. & Barlow, L. (eds.) (2007). Language teacher research in the Middle East. Alexandria, VA: TESOL.Google Scholar
Cordingley, P. (2004). Teachers using evidence: Using what we know about teaching and learning to reconceptualize evidence-based practice. In Thomas, G. & Pring, R. (eds.), Evidence-based practice in education. Maidenhead: Open University Press, 77–87.Google Scholar
Cordingley, P. & National Teacher Research Panel (2000). Teacher perspectives on the accessibility and usability of research outputs. Presented at the British Educational Research Association Conference, Cardiff University, UK, 7–9 September 2000. www.tda.gov.uk/upload/resources/doc/b/bera.docGoogle Scholar
Corey, S. M. (1953). Action research to improve school practices. New York: Columbia University.Google Scholar
Crookes, G. (1993). Action research for second language teachers: Going beyond teacher research. Applied Linguistics 14.2, 130–144.Google Scholar
Crookes, G. (1998). On the relationship between second and foreign language teachers and research. TESOL Journal 7.3, 6–11.Google Scholar
Crookes, G. & Chandler, P. (2001). Introducing action research into the education of postsecondary foreign language teachers. Foreign Language Annals 34.2, 131–140.CrossRefGoogle Scholar
CUREE (2003). Leading the research-engaged school: Why and how school leaders engage with educational research. www.nationalcollege.org.uk/docinfo?id=17269&filename=leading-the-research-engaged-school-summary.pdfGoogle Scholar
Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F. & Shulman, L. S. (2005). The design of teacher education programs. In Darling-Hammond, L. & Bransford, J. (eds.), Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass, 390–441.Google Scholar
Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies 47.2, 108–121.Google Scholar
Davies, P. (2000). The relevance of systematic reviews to educational policy and practice. Oxford Review of Education 26.3/4, 365–378.Google Scholar
Davies, P., Hamilton, M. & James, K. (2007). Maximising the impact of practitioner research: A handbook of practical advice. London: National Research and Development Centre.Google Scholar
de Silva Joyce, H. (ed.) (2000). Teachers’ voices 6: Teaching casual conversation. Sydney: National Centre for English Language Teaching and Research.Google Scholar
Denny, H. (2005). Can busy classroom teachers really do action research? An action research study in an EAL tertiary setting. New Zealand Studies in Applied Linguistics 11.2, 59–73.Google Scholar
Department of Education Training and Youth Affairs (2000). The impact of educational research. Canberra: DETYA.Google Scholar
Donato, R. (2003). Action research. www.cal.org/resources/digest/digest_pdfs/0308donato.pdfGoogle Scholar
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.Google Scholar
Edge, J. (ed.) (2001). Action research. Alexandria, VA: TESOL.Google Scholar
Edge, J. & Richards, K. (eds.) (1993). Teachers develop teachers research. Oxford: Heinemann.Google Scholar
Edwards, C. (2005). Teachers exploring research. In Edwards, C. & Willis, J. (eds.), 256–279.Google Scholar
Edwards, C. & Willis, J. (eds.) (2005). Teachers exploring tasks in English language teaching. Basingstoke: Palgrave Macmillan.Google Scholar
Elliott, J. (1990). Teachers as researchers: Implications for supervision and for teacher education. Teaching and Teacher Education 6.1, 1–26.Google Scholar
Elliott, J. (1991). Action research for educational change. Milton Keynes: Open University Press.Google Scholar
Elliott, J. & Sarland, C. (1995). A study of ‘teachers as researchers’ in the context of award-bearing courses and research degrees. British Educational Research Journal 21.3, 371–385.Google Scholar
Ellis, R. (2010). Second language acquisition, teacher education and language pedagogy. Language Teaching 43.2, 182–201.Google Scholar
Everton, T., Galton, M. & Pell, T. (2000). Teachers’ perspectives on educational research: Knowledge and context. Journal of Education for Teaching 26.2, 167–182.Google Scholar
Everton, T., Galton, M. & Pell, T. (2002). Educational research and the teacher. Research Papers in Education 17.4, 373–402.CrossRefGoogle Scholar
Farrell, T. S. C. (ed.) (2006). Language teacher research in Asia. Alexandria, VA: TESOL.Google Scholar
Feuer, M. J., Towne, L. & Shavelson, R. J. (2002). Scientific culture and educational research. Educational Researcher 31.8, 4–14.Google Scholar
Field, J., Graham, A., Griffiths, E. & Head, K. (eds.) (1997). Teachers develop teachers research 2. Whistable, Kent: IATEFL.Google Scholar
Foster, P. (1999). ‘Never mind the quality, feel the impact’: A methodological assessment of teacher research sponsored by the Teacher Training Agency. British Journal of Educational Studies 47.4, 380–398.Google Scholar
Freeman, D. (1996). Redefining the relationship between research and what teachers know. In Bailey, K. M. & Nunan, D. (eds.), 88–115.Google Scholar
Freeman, D. (1998). Doing teacher research. Boston: Heinle and Heinle.Google Scholar
Freeman, D. & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly 32.3, 397–417.Google Scholar
Freeman, D. & Johnson, K. E. (2005). Response to Tarone and Allwright. In Tedick, D. (ed.), Second language teacher education: International perspectives. Mahwah, NJ: Lawrence Erlbaum, 25–32.Google Scholar
Gallagher, K. & Bashir-Ali, K. (eds.) (2007). Action research and initial teacher education in the UAE. Perspectives from teacher education at the Higher Colleges of Technology. Abu Dhabi: HCT Press.Google Scholar
Gee, J. (1990). Social linguistics and literacies: Ideology in discourses. Philadelphia, PA: Falmer.Google Scholar
Goswami, P. & Stillman, P. (1987). Reclaiming the classroom: Teacher research as an agency for change. Upper Montclair, NJ: Boynton/Cook.Google Scholar
Grossman, P. (2005). Research on pedagogical approaches in teacher education. In Cochran-Smith, M. & Zeichner, K. (eds.), Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, NJ: AERA/Lawrence Erlbaum, 425–476.Google Scholar
Gurney, M. (1989). Implementor or innovator? A teacher's challenge to the restrictive paradigm of traditional research. In Lomax, P. (ed.), The management of change. Clevedon: Multilingual Matters, 425–476.Google Scholar
Gutteridge, D. (2002). Engaging teachers in research: A case study. Pedagogy, Culture and Society 10.2, 293–300.Google Scholar
Hadley, G. (ed.) (2003). Action research in action. Singapore: Regional Language Centre.Google Scholar
Halsall, R. (1998). Teacher research and school improvement: Opening doors from the inside. Buckingham: Open University Press.Google Scholar
Hammersley, M. (1993). On the teacher as researcher. Educational Action Research 1.3, 425–445.Google Scholar
Hammersley, M. (2001). On ‘systematic’ reviews of research literatures: A ‘narrative’ response to Evans & Benefield. British Educational Research Journal 27.5, 543–554.Google Scholar
Hammersley, M. (2004a). Action research: A contradiction in terms? Oxford Review of Education 30.2, 165–181.Google Scholar
Hammersley, M. (2004b). Some questions about evidence-based practice in education. In Thomas, G. & Pring, R. (eds.), Evidence-based practice in education. Maidenhead: Open University Press, 133–149.Google Scholar
Hammersley, M. (ed.) (2007). Educational research and evidence-based practice. London: Sage.Google Scholar
Han, Z. (2007). Pedagogical implications: Genuine or pretentious? TESOL Quarterly 41.2, 387–393.Google Scholar
Hancock, R. (2001). Why are classroom teachers reluctant to become researchers? In Soler, J., Craft, C. & Burgess, H. (eds.), Teacher development: Exploring our own practice. London: Paul Chapman, 119–132.Google Scholar
Handscomb, G. & Macbeath, J. (2003). The research-engaged school. Chelmsford: Essex County Council.Google Scholar
Hemsley-Brown, J. & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education 29.4, 449–470.Google Scholar
Henson, K. T. (1996). Teachers as researchers. In Sikula, J., Buttery, T. & Guyton, E. (eds.), Handbook of research on teacher education (2nd edn.). New York: Simon & Schuster, 119–132.Google Scholar
Henson, R. K. (2001). The effects of participation in teacher research on research efficacy. Teaching and Teacher Education 17.7, 819–836.CrossRefGoogle Scholar
Hollingsworth, S. & Sockett, H. (1994). Positioning teacher research in educational reform: An introduction. In Hollingsworth, S. & Sockett, H. (eds.), Teacher research and educational reform. Chicago: University of Chicago Press, 1–20.Google Scholar
Huberman, M. (1996). Focus on research moving mainstream: Taking a closer look at teacher research. Language Arts 73.2, 124–140.Google Scholar
Jafri, N. A. (2007). To mediate or not to mediate: Surviving an exam-based EFL context. In Coombe, C. & Barlow, L. (eds.), 1–20.Google Scholar
Jarvis, S. (2002). Research in TESOL: Part II. TESOL Research Interest Section Newsletter 9.1, 1–11.Google Scholar
Johnson, K. A. (2002). Action for understanding: A study in teacher research with exploratory practice. In Johnson, K. E. & Golombek, P. R. (eds.) 60–71.Google Scholar
Johnson, K. E. & Golombek, P. R. (eds.) (2002). Teachers’ narrative inquiry as professional development. New York: Cambridge University Press.Google Scholar
Kemmis, S. & McTaggart, R. (eds.) (1988). The action research planner (3rd edn.). Victoria, Australia: Deakin University Press.Google Scholar
Kerekes, J. (2001). How can SLA theories and SLA researchers contribute to teachers’ practices? In Johnston, B. & Irujo, S. (eds.), Research and practice in language teacher education: Voices from the field. Minneapolis, MN: Center for Advanced Research on Language Acquisition, 17–41.Google Scholar
Kiely, R. (2008). The purpose, promise and potential of teacher research. In Pawlak, M. (ed.), Investigating English language learning and teaching. Poznań & Kalisz: Adam Mickiewicz University, Poznań & Faculty of Pedagogy and Fine Arts, Kalisz, Poland, 11–30.Google Scholar
Kiely, R. & Davis, M. (2010). From transmission to transformation: Teacher learning in ESOL. Language Teaching Research 14.3, 277–295.Google Scholar
Kincheloe, J. (2003). Teachers as researchers: Qualitative inquiry as a path to empowerment (2nd edn.). New York: Falmer.Google Scholar
Lankshear, C. & Knobel, M. (2004). A handbook for teacher research: From design to implementation. Maidenhead: Open University Press.Google Scholar
Leedham, M. (2005). Exam-oriented tasks: Transcripts, turn-taking and backchannelling. In Edwards, C. & Willis, J. (eds.), 93–102.Google Scholar
Lieberman, A. & Miller, L. (1994). Problems and possibilities of institutionalizing teacher research. In Hollingsworth, S. & Sockett, H. (eds.), Teacher research and educational reform. Chicago: University of Chicago Press, 204–220.Google Scholar
Lightbown, P. M. (2000). Classroom SLA research and second language teaching. Applied Linguistics 21.4, 431–462.CrossRefGoogle Scholar
Lo, Y-H. G. (2005). Relevance of knowledge of second language acquisition: An in-depth case study of a non-native EFL teacher. In Bartels, N. (ed.), Applied linguistics and language teacher education. New York: Kluwer Academic Publishers, 135–157.Google Scholar
Lytle, S. L. & Cochran-Smith, M. (1990). Learning from teacher research: A working typology. Teachers College Record 92.1, 83–103.Google Scholar
Lytle, S. L. & Cochran-Smith, M. (1994). Inquiry, knowledge and practice. In Hollingsworth, S. & Sockett, H. (eds.), Teacher research and educational reform. Chicago: University of Chicago Press, 22–51.Google Scholar
Macaro, E. (2003). Teaching and learning a second language: A guide to recent research and its applications. London: Continuum.Google Scholar
MacDonald, M., Badger, R. & White, G. (2001). Changing values: What use are theories of language learning and teaching? Teaching and Teacher Education 17.8, 949–963.Google Scholar
Makalela, L. (ed.) (2009). Language teacher research in Africa. Alexandria, VA: TESOL.Google Scholar
Maxwell, J. A. (2004). Causal explanation, qualitative research, and scientific inquiry in education. Educational Researcher 33.2, 3–11.Google Scholar
McDonough, J. & McDonough, S. (1990). What's the use of research? ELT Journal 44.2, 102–109.Google Scholar
McDonough, J. & McDonough, S. (1997). Research methods for English language teachers. London: Hodder Arnold.Google Scholar
McDonough, K. (2006). Action research and the professional development of graduate teaching assistants. The Modern Language Journal 90.1, 33–47.Google Scholar
McGarrell, H. M. (ed.) (2007). Language teacher research in the Americas. Alexandria, VA: TESOL.Google Scholar
McKay, S. L. (2009). Second language classroom research. In Burns, A. & Richards, J. C. (eds.), The Cambridge guide to second language teacher education. Cambridge: Cambridge University Press, 281–288.CrossRefGoogle Scholar
McKernan, J. (1993). Varieties of curriculum action research: Constraints and typologies in American, British and Irish projects. Journal of Curriculum Studies 25.5, 445–458.Google Scholar
McKernan, J. (1996). Curriculum action research: A handbook of methods and resources for the reflective practitioner (2nd edn.). London: Kogan Page.Google Scholar
McMillan, J. H. & Wergin, J. F. (2010). Understanding and evaluating educational research (4th edn.). Upper Saddle River, NJ: Pearson Education.Google Scholar
McNamara, O. (2002). Evidence-based practice through practice-based evidence. In McNamara, O. (ed.), Becoming an evidence-based practitioner. London: RoutledgeFalmer, 15–26.Google Scholar
McNiff, J. & Whitehead, J. (2002). Action research: Principles and practice (2nd edn.). London: RoutledgeFalmer.Google Scholar
Mitchell-Schuitevoerder, R. & Mourão, S. (eds.) (2006). Teachers and young learners: Research in our classrooms. Canterbury: IATEFL.Google Scholar
Morrison, K. (2001). Randomised controlled trials for evidence-based education: Some problems in judging ‘what works’. Evaluation and Research in Education 15.2, 69–83.Google Scholar
Noffke, S. E. (2002). Action research: Towards the next generation. In Day, C., Elliott, J., Somekh, B. & Winter, R. (eds.), Theory and practice in action research. Oxford: Symposium Books, 13–26.Google Scholar
Nunan, D. (1989a). The teacher as researcher. In Brumfit & Mitchell (eds.), 16–32.Google Scholar
Nunan, D. (1989b). Understanding language classrooms. New York: Prentice Hall.Google Scholar
Nunan, D. (1993). Action research in language education. In Edge, J. & Richards, K. (eds.), 39–50.Google Scholar
Nunan, D. (1997). Developing standards for teacher-research in TESOL. TESOL Quarterly 31.2, 365–367.CrossRefGoogle Scholar
Nutley, S., Percy-Smith, J. & Solesbury, W. (2003). Models of research impact: A cross-sector review of literature and practice. London: Learning and Skills Research Centre.Google Scholar
O'Brien, T. & Beaumont, M. (eds.) (2000). Collaborative research in second language education. Stoke-on-Trent: Trentham Books.Google Scholar
Olson, M. W. (1990). The teacher as researcher: A historical perspective. In Olson, M. W. (ed.), Opening the door to classroom research. Newark, DE: International Reading Association, 1–20.Google Scholar
Pachler, N. (2003). Foreign language teaching as an evidence-based profession? Language Learning Journal 27.1, 4–14.Google Scholar
Peeke, G. (1984). Teacher as researcher. Educational Research 26.1, 24–26.Google Scholar
PerryF. L., Jr. F. L., Jr. (2005). Research in applied linguistics: Becoming a discerning consumer. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Porte, G. K. (2002). Appraising research in second language learning: A practical approach to critical analysis of quantitative research. Amsterdam: John Benjamins.Google Scholar
Rainey, I. (2000). Action research and the English as a foreign language practitioner: Time to take stock. Educational Action Research 8.1, 65–91.Google Scholar
Rankin, J. & Becker, F. (2006). Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal 90.3, 353–372.CrossRefGoogle Scholar
Ranta, L. (2002). ‘Academic’ doesn't have to be a dirty word! TESOL Research Interest Section Newsletter 9.1, 7.Google Scholar
Ratcliffe, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R. & Osborne, J. (2004). Science education practitioners’ views of research and its influence on their practice. York: Department of Educational Studies, University of York.Google Scholar
Reis-Jorge, J. M. (2007). Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners – a longitudinal case study. Teaching and Teacher Education 23.4, 402–417.Google Scholar
Richards, J. C. & Farrell, T. S. C. (2005). Professional development for language teachers. Cambridge: Cambridge University Press.Google Scholar
Roberts, J. R. (1993). Evaluating the impacts of teacher research. System 21.1, 1–19.Google Scholar
Roulston, K., Legette, R., DeLoach, M. & Pittman, C. B. (2005). What is ‘research’ for teacher-researchers? Educational Action Research 13.2, 169–190.Google Scholar
Rubdy, R. (1997). Review of Bailey, K. & Nunan, D. (eds.), Voices from the language classroom: Qualitative research in second language education. Applied Linguistics 19.2, 272–278.Google Scholar
Rust, F. & Meyers, E. (2006). The bright side: Teacher research in the context of educational reform and policy-making. Teachers and Teaching 12.1, 69–86.Google Scholar
Saha, L. J., Biddle, B. J. & Anderson, D. S. (1995). Attitudes towards education research knowledge and policy making among American and Australian school principals. International Journal of Educational Research 23.2, 113–126.Google Scholar
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.Google Scholar
Seale, C. (1999). Quality in qualitative research. Qualitative Inquiry 5.4, 465–478.Google Scholar
Shank, G. D. & Brown, L. (2007). Exploring educational research literacy. New York & London: Routledge.Google Scholar
Sharp, C. (2007). Making research make a difference. Teacher research: A small-scale study to look at impact. Chelmsford: Flare.Google Scholar
Sharp, C., Eames, A., Sanders, D. & Tomlinson, K. (2005). Postcards from research-engaged schools. Slough: National Foundation for Educational Research.Google Scholar
Sharp, C., Eames, A., Sanders, D. & Tomlinson, K. (2006). Leading a research-engaged school. www.nationalcollege.org.uk/docinfo?id=17249&filename=leading-a-research-engaged-school.pdf.Google Scholar
Shavelson, R. J. & Towne, L. (2002). Scientific research in education. Washington, DC: National Academy Press.Google Scholar
Shkedi, A. (1998). Teachers’ attitudes towards research: A challenge for qualitative researchers. International Journal of Qualitative Studies in Education 11.4, 559–578.Google Scholar
Simons, H., Kushner, S. & James, D. (2003). From evidence-based practice to practice-based evidence: The idea of situated generalisation. Research Papers in Education 18.4, 347–364.Google Scholar
Somekh, B. (2010). The Collaborative Action Research Network: 30 years of agency in developing educational action research. Educational Action Research 18.1, 103–121.Google Scholar
Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.Google Scholar
Stenhouse, L. (1981). What counts as research? British Journal of Educational Studies 29.2, 103–114.Google Scholar
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.Google Scholar
Stewart, T. (2006). Teacher–researcher collaboration or teachers’ research? TESOL Quarterly 40.2, 421–429.Google Scholar
Taylor, N. (2006). An investigation of mother tongue use in a monolingual EFL classroom. In Mitchell-Schuitevoerder, R. & Mourão, S. (eds.), 85–95.Google Scholar
Thomas, G. (2004). Introduction: Evidence and practice. In Thomas, G. & Pring, R. (eds.), Evidence-based practice in education. Maidenhead: Open University Press, 1–18.Google Scholar
Thorne, C. & Qiang, W. (1996). Action research in language teacher education. ELT Journal 50.3, 254–262.Google Scholar
Tiezzi, L. J. & Zeuli, J. S. (1994). Supporting teachers’ understanding of educational research in a Master's level research course. Presented at the American Educational Research Association Conference. New Orleans, LA, April 1994.Google Scholar
Tinker Sachs, G. (2000). Teacher and researcher autonomy in action research. Prospect 15.3, 35–51.Google Scholar
Tinker Sachs, G. (ed.) (2002). Action research in English language teaching. Hong Kong: City University of Hong Kong.Google Scholar
Tooley, J. & Darby, D. (1998). Educational research: A critique. London: OFSTED Publications.Google Scholar
Valeri, L. (1997). What do students think of group work? In Burns, A. & Hood, S. (eds.), 37–39.Google Scholar
Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.Google Scholar
Wang, X. (2007). Encouraging self-monitoring in writing by Chinese students. ELT Journal 58.3, 238–246.Google Scholar
Warne, A., O'Brien, M., Syed, Z. & Zuriek, M. (eds.) (2006). Action research in English language teaching in the UAE. Abu Dhabi: HCT Press.Google Scholar
Westwell, J. (2006). Sustaining teacher researchers: What support really makes a difference? Presented at the Teacher Research Conference, Birmingham, UK, 14 March 2006. www.standards.dfes.gov.uk/ntrp/lib/pdf/westwell.pdf.Google Scholar
Williams, D. & Coles, L. (2007). Teachers’ approaches to finding and using research evidence: An information literacy perspective. Educational Research 49.2, 185–206.Google Scholar
Worrall, N. (2004). Trying to build a research culture in a school: Trying to find the right questions to ask. Teacher Development 8.2–3, 137–148.Google Scholar
Zeichner, K. M. (2003). Teacher research as professional development for P-12 educators in the USA. Educational Action Research 11.2, 301–326.Google Scholar
Zeichner, K. M. & Noffke, S. E. (2001). Practitioner research. In Richardson, V. (ed.), Handbook of research on teaching (4th edn.). Washington, DC: American Educational Research Association, 298–300.Google Scholar
Zeuli, J. S. (1994). How do teachers understand research when they read it? Teaching and Teacher Education 10.1, 39–55.Google Scholar