ABSTRACT

Action research has been advanced as one way that second language (L2) teachers might raise their awareness of the complexities of their work. Yet, while the publication of action research into L2 learning and teaching has gained some traction in recent years, reports naturally tend to focus on research outcomes. In the current article, I argue that in order to provide further momentum to the spread of action research in language teaching, stories of teachers proactively doing action research are necessary, not purely a focus on the results of research. This article draws on my personal experiences as a teacher of English as a foreign language (EFL) in higher education in Japan who has also been conducting action research voluntarily. In a narrative fashion, the article weaves my personal experiences, insights, and professional identity shifts with references to research theory – a perspective on action research ‘from the inside’, so to speak. The paper provides brief overviews of key projects in which I have participated, working to explore my evolving conceptualization as I have encountered both benefits and pitfalls of action research. In doing so, I also relate my understandings of action research to other forms of practitioner research.

摘要

行动研究已经成为第二语言 (L2) 教师提高他们对其工作复杂性的认识的一种方式。然而，虽然近年来关于 L2 学习和教学的行动研究的发表获得了一些关注，但报告自然倾向于关注研究成果。在本文中，我认为，为了进一步推动行动研究在语言教学中的传播，教师主动进行行动研究的故事是必要的，而不仅仅是关注研究结果。本文借鉴了我在日本高等教育中担任英语作为外语 (EFL) 教师的个人经历，他也一直自愿进行行动研究。这篇文章以叙事的方式编织了我的个人经历、见解、职业身份随着研究理论的引用而发生变化——可以说是“从内部”对行动研究的看法。这篇论文简要概述了我参与的关键项目，努力探索我不断发展的概念，因为我遇到了行动研究的好处和陷阱。在这样做的过程中，我还将我对行动研究的理解与其他形式的从业者研究联系起来。