Action research studies in education often address learners’ needs and empower practitioners to effectively change instructional practices and school communities. A systematic review of action research (AR) studies undertaken in EFL/ESL setting was conducted in this paper to systematically analyze empirical studies on action research published within a ten-year period (between 2010 and 2019). The review also aimed at investigating the focal themes in teaching the language skills at school level and evaluating the overall quality of AR studies concerning purpose, participants, and methodology. Inclusion criteria were established and 40 studies that fit were finally selected for the systematic review. Garrard’s (2007) Matrix Method was used to structure and synthesize the literature. Results showed a significant diversity in teaching the language skills and implementation of the AR model. Moreover, findings revealed that (50%) of the studies used a mixed-method approach followed by a qualitative method (37.5%); whereas only (12.5%) employed quantitative methodology. Research gaps for future action research in developing language skills were highlighted and recommendations were offered.

中文翻译：

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在EFL / ESL课堂中实施行动研究：对2010-2019年文学的系统评价

教育中的行动研究经常满足学习者的需求，并赋予从业者有效地改变教学实践和学校社区的能力。本文对在EFL / ESL环境下进行的行动研究（AR）研究进行了系统的综述，以系统分析十年（2010年至2019年）十年内发表的关于行动研究的实证研究。审查还旨在调查在学校一级教授语言技能的重点主题，并评估与目的，参与者和方法有关的AR研究的总体质量。建立了纳入标准，并最终选择了40项适合的研究用于系统评价。使用Garrard（2007）的Matrix Method来构造和综合文献。结果表明，在语言技能教学和AR模型实施方面存在很大差异。此外，研究结果表明（50％）的研究使用了混合方法，然后是定性方法（37.5％）。而只有（12.5％）采用定量方法。突出了在发展语言技能方面未来行动研究的研究差距，并提出了建议。