Why AR was Chosen for this Study

AR was chosen for this study because of the important role reflection has, the relationship AR has with theory and the ability to triangulate the data collected. In addition, AR is suitable for the topic under investigation in this study because of its emergent nature. Furthermore, AR is an appropriate choice of methodology for research which has the ultimate goal of improving a pedagogical situation from both the teacher’s and students’ perspective.

The findings from AR studies are not generalizable, but the initial goal of this investigation was to produce findings which would ultimately help teachers improve a pedagogical situation. However, it was unclear how this would be accomplished, so this

study needed a flexible research design which would allow knowledge to be gradually accumulated.

By using AR, the researcher is part of the process and can collect data from their own perspective. This firsthand access to information is unavailable through the use of other methodologies. Most methodologies encourage the researcher to distance themselves from the study to avoid influencing the results. However, in studies which are strongly

pedagogically based, such as this investigation, it would be unnatural for a teacher

researcher to be removed from the process. This close proximity to the intervention and data collection should be viewed as an advantage in this research context. Somekh (2006)

described AR researchers as ‘insiders’ with access to information typically unavailable through the use of other methodologies.

AR is a form of professional development in which the primary purpose is to learn more about what is happening in the classroom in order to improve the situation (Burns, 2009b). Teachers who engage in AR are able to address important concerns related to their classroom teaching (Avison et al., 1999; Wyatt, 2011). AR is a viable methodology for the context of this investigation because it is cyclical, and can fit into normal teaching activities. The cyclical aspect of AR can be easily readjusted for the university semester system, and the techniques and exercises which I use in everyday teaching routines can be adapted to become data collecting tools and intervention procedures.

Reflection is part of the AR process. The structure of the AR design accepts that researchers will go through a process of self-understanding. Reflection encourages teachers to be open-minded. It also enables teachers to better understand the theories, knowledge gained through experience, and criteria they use to make classroom decisions (Somekh, 2006; Wyatt, 2011). At the beginning of the study, it was thought that this personal introspection would provide valuable insight throughout this investigation.

AR’s strongest attribute might be that it bridges the gap between theory and practice. AR generates both practical and scholarly knowledge through a change or intervention (Davison et al., 2012). The research is connected with the classroom more so than with other methodologies. Teaching situations vary, so a theory cannot easily be generated to cover all situations. However, the initial action plan is based on theory, and the subsequent reflective cycles will either support or bring into question the original premise. AR’s primary purpose is to learn more about what is happening in the classroom in order to improve the situation (Burns, 2009b). The research goals for this study are largely pedagogical, so action research’s close connection to the classroom is appealing.

While AR is not typically associated with statistical testing, quantitative analysis was possible within the research design for this study. This numerical data collection allows for a triangulation of the findings. This triangulation can strengthen or bring into question the

findings of a study. Furthermore, the data collection tools that are available for AR will also provide triangulation of findings in that this study will use both observational and non- observational methods and collect data from the students and the teacher.

Given the subject under investigation, the research context, and the resources available to the teacher researcher, AR was determined to be particularly suitable for this study. AR is an exploratory methodology, and the subject under investigation in this study requires a trial and error approach. While a great deal of forethought was put into the research design, the direction the study would go in is largely unknown at the initial stages. The cyclical nature of AR allows the researcher to recalibrate and incorporate newly

discovered information. In addition, AR is particularly suitable for TESOL. It encourages the telling of the whole research story. This is especially useful for this study because it will be such a long process and much will be learned and changed at each stage. Finally, AR requires a stable teaching situation for the researcher. However, it is not overly burdensome because the time demands of conducting research can be managed and a great deal of the intervention procedures and data collection overlaps with the responsibilities of normal teaching.

Action research is also an appealing choice of methodologies because of its potential influence on a researcher’s teaching abilities. As described earlier, an investigation starts from an area of concern. It is a structured look into a change in procedures. The second stage (see Figure 4.1) is similar to what a teacher would normally do when trying to solve a classroom problem. Going through the stages in an AR study increases a teacher’s

awareness of their own teaching practice. They may enhance their self-efficacy and find the experience empowering. It may also make all future instruction more effective, and teachers may become more confident and autonomous. They could also improve their ability to create lessons based on student need.

The final reason AR was chosen as the methodology is its focus on the participants in the study (Avison et al., 1999; Somekh, 2006; Wyatt, 2011). AR is a partnership with the students: the researcher attempts to improve their teaching practice which is also in the best interest of the students. The researcher acknowledges the students’ desire to succeed, and the ultimate goal of the study is to improve the situation. AR takes into consideration the notion that students are not interested in theory, and that they want their time and effort to be utilized in the most efficient way possible. Furthermore, AR does not seek to produce

findings which are universal. The researcher can focus on their students and what is best for them.

To summarize, AR was chosen for this study because of its distinctiveness as a methodology, the value it places on reflection and its connection with theory. In addition, AR allows for results to be triangulated through the use of a variety of data collection tools and

quantitative analysis. It was also chosen because it is particularly suitable for the topic under investigation in this study. Finally, conducting AR will help me gain a better understanding of my teaching practice and ultimately benefit my students.