Compendio de Action Research

ACTION RESEARCH IN
EDUCATION AND APPLIED

LINGUISTICS
Unit 1
Historical Background
Topic 1
Action Research Background
Topic 1: Action Research Background
• Subtopic 1: Action research: historical and philosophical background

• Subtopic 2: Different models of action research
• Subtopic 3: Action research methodologies
• Subtopic 4: Action research through the time
Source: https://bit.ly/3PZy4dJ
Objective
During this first unit, students will be able to reflect on
their practice to improve their educational work as
professionals in the education field.
Subtopic 1:
Action Research: historical and
philosophical background
4
WARM-UP:
Instructions:
1. Go to https://app.nearpod.com/?pin=zu2sn
2. Write your name (last + given)

3. Answer according to the prompt/question
5
Introduction
Action research is a task that involves learning that will require discipline and
systematization of thought and actions to develop within a delicate balance
between the application of more or less strict rules, determined by a method, and
the originality and creativity of the researcher.
Action research in schools is also called:
Source: https://bit.ly/3x8a80j Source: https://bit.ly/3NdORrU Source: https://bit.ly/3z8t1Sp
Practitioner research Inquiry research Teacher research

• It collects new data from primary sources to understand, observe, and interact with people in their
natural environment.
• It emphasizes a systematic research approach that is cyclical, alternating between action and
reflection, continuously refining methods and interpretations based on understandings developed in
earlier cycles.
Ary, D., Jacobs, L., Sorensen, C. (2010).
Historical and Philosophical Foundations
Action research (AR) has been influenced by 5 movements.
1
2
The Experimentalist and Progressive
The Group Dynamics
3
educational work, where the inductive
scientific method was applied to movement in social
The Science in Education
"problem solving as a logic for the psychology and human
Movement of the nineteenth
solution of problems is such fields as relations training where the
and early twentieth century in
aesthetics, philosophy, psychology and social problems of this era
which the scientific method
education" (McKernan as cited in through qualitative social
was applied to education.
Masters, 1995, p.8) enquiry were addressed.
(Masters, 1995)
Post-war Reconstructionist Curriculum Development Activity. AR was utilised in this
era as "a general strategy for designing curricula and attacking complex problems, such
4 as inter-group relations and prejudice through large curriculum development projects’’

(McKernan 1991:10). Generally the research was carried out by outside researchers
with the cooperation of teachers and schools
The teacher-researcher movement. It originated in the UK, with the work of Stenhouse
(1971, 1975) and the Humanities Curriculum Project. Stenhouse felt that all teaching should
5
be based upon research, and that research and curriculum development were the preserve of
teachers.
(Masters, 1995)
What is the purpose of action research?
In Education, it is to create an inquiry stance toward teaching

where questioning one’s own practice becomes part of the
work and the teaching culture.
Characteristics of Action Research
• It takes place where the phenomenon is to be studied.
• Action research is compelling because it allows you to see what

people do and not what they say they do.
• A greater control over the nature and amount of data collected
• The data or samples are sought where the phenomenon under

study occurs
Source: https://bit.ly/3zcNhCd
How to make action research?
Research is carried out

in the participants'
environment, such as
at home, work, store,
bank, hospital,
educational
institutions, etc. Source: http://allaboutochange.blogspot.com/2010/07/action-research-model.html
Where is the starting point?

Subtopic 2:
Different models of action research
13
Model Purpose
Proposal To diagnose the phenomenon studied and then
propose a solution.
Evaluative To demonstrate whether the phenomenon studied
adheres to a specific particular paradigm or model
of reality.
Causal To know which variables cause a particular
situation.
Correlational To measure relationships between connected
variables.
Descriptive To identify variables that have not yet been
measured.
Comparative To compare a data series.
Explanatory To explain the occurrence of a phenomenon from
two or more variables.
Analytics To analyze in-depth the circumstances and
characteristics of a population.
Documentary To collect information to know what a population's
situation is to show it finally.
CLOSING ACTIVITY:
Instructions:
1. Join the breakout room assigned.
2. Collaboratively, read Professor Wang’s case.
3. As a team, determine where each step from the
cyclical process is applied to conduct action research
based on her experience.
4. Share your thoughts with the whole class.
https://www.alphr.com/how-to-enable-breakout-rooms-zoom/
Analysis: Case 1-Professor Wang.
Professor Wang teaches an online course in Curriculum and instruction. She is not satisfied with the level of reflection
evident in her online students’ postings in the discussion area (identifying an area of focus). She briefly reviews the
literature to see what others have learned about improving student communication online (reviewing what is already
known). Using a categorization framework she found in a journal article, she develops a plan to look at the class data.
She saves the students’ online responses over a 2-week period and also interviews two of the students (data
collection). The data indicate that, in general, low levels of reflection are the norm (data analysis). She decides that
students must not understand what is expected (interpretation). She discusses her findings with her departmental
colleagues. Based on the data and what she read in the literature, the professor believes that the students need a
rubric to explain the levels of communication and that some modeling might be useful. Together with her colleagues,
Professor Wang develops a rubric to use in online discussions and includes samples of the appropriate responses for
the different levels. Professor Wang uses this rubric in her next class and again collects data. Professor Wang analyzes
students’ online responses. That will spiral her back into the process as she observes the students’ pattern of behavior
to determine whether the level of communication has improved. She will again reflect on what she learns in order to
make new plans and take new actions.
https://drive.google.com/file/d/1L4_ZogTb2TjK9sTTmuic2WbBjnwKcUBu/view?usp=sharing
References
• Ary, D., Jacobs, L., Sorensen, C. (2010). Introduction to Research in Education (8th Ed) . Cengage Learning
• Bassols Batalla, á. (1971). Metodología de la investigación de campo. Problemas » Del Desarrollo, 2(7), 99–104.
http://www.jstor.org/stable/43905956
• Burgess, R. G. (2002). In the field: An introduction to field research. Routledge.
• Burns, A. (2009). Action research. In Qualitative research in applied linguistics, (pp. 112-134).
• Palgrave Macmillan, London. https://link.springer.com/chapter/10.1057/9780230239517_6?noAccess= true
• Grajales, T. (2000). Tipos de investigación. On line)(27/03/2.000). https://cmapspublic2.ihmc.us/rid=1RM1F0L42-
VZ46F4-319H/871.pdf
• Karlsen, J. I. (1991). Action research as method: Reflections from a program for developing strategies and
competence. Participatory action research, 143-158. https://methods.sagepub.com/book/participatory-action-
research/n10.xml
• Masters, J. (1995) 'The History of Action Research' in I. Hughes (ed) Action Research Electronic Reader, The University
of Sydney, on-line https://bit.ly/3NeE9Bd
• Stake, R. E. (1998). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry Vol. 2, (pp. 86-
109). Thousand Oaks, CA: Sage.
• Tan, K. (2008). A Guide to Qualitative Field Research.
ACTION RESEARCH IN
LINGUISTICS
Unit 1
Topic 1
Action Research Background
Topic 1: Action Research Background
• Subtopic 1: Action research: historical and philosophical background

• Subtopic 2: Different models of action research
• Subtopic 3: Action research methodologies
• Subtopic 4: Action research through the time
Source: https://bit.ly/3PZy4dJ
Objective
Introduction
Action research is a task that involves learning that will require discipline and
systematization of thought and actions to develop within a delicate balance
between the application of more or less strict rules, determined by a method, and
the originality and creativity of the researcher.
WARM-UP:
What do you understand by…
methodology? method?
5
Subtopic 3:
Action research methodology
Source: https://www.bgosoftware.com/blog/software-
development-methodologies/
6
What is the difference?
Methodology
Explains the tools, techniques, and
procedures applied during the study.
This allows readers to determine the
reliability and validity of the study.
Research design
It is a framework for the collection
• and analysis of the data. (Bryman,
•
Research Design
Research methods (Instrumentation) 2016) Methods (Research method)
• Sampling approach
• Data collection procedure It is simple a tool or instruments
• Experimental for collecting data. (Bryman,
• Ethical standards
• Quasi-experimental 2016)
• Limitations
• Case study
• Interviews
• Participant observations
• Surveys
7
There are three research designs used in Action research:
1 Pre-experimental design.
It is a scheme in which a single group of participants is observed after
a treatment has been applied, in order to test whether the treatment
has the potential to cause change (Frey, 2018).
2 Experimental design
It is an actual experiment. Participants are
allocated to 1 or more experimental groups.
The experiment occurs in a real-life setting
such as in the classroom and organization or as
a result of implementing reforms or new
policies. (Bryman, 2016)
Source: https://bit.ly/39dx8SM
Experimental design
Assume a university researcher wants to investigate the effect of providing online feedback to
students immediately following course examinations.
Keep in mind, there are 2 groups:
1. Treatment group: it receives immediate online feedback
2. Control group: it doesn’t receive immediate online feedback
Procedure:
1. The researcher using a random procedure would select one section to receive immediate online feedback about
their performance on test questions
2. The other section would receive feedback during their next class session .
3. The researcher would compare the two sections’ exam scores and their final grades in the course.
4. If test scores and final grades were higher than could be accounted for by chance in the section receiving online
feedback, the researcher could tentatively conclude that there is evidence the online feedback (treatment)
contributed to greater learning than the in-class feedback. (Ary et al., 2016)
3
Quasi-Experimental design
The difference between this research design
and the experimental one is that participants
are not randomly assigned to groups. However,
in several aspects they can be comparable.
Source: https://www.voxco.com/blog/what-is-a-quasi-experimental-design/
Action research
Methods
(Ary et al., 2010)

Practice:
Solange is researching to determine if and how critical discussion competency can
be developed through the Critical Discussion Model, according to the Pragma-
Dialectical Theory to Argumentation. She has planned to apply passive observations
and administer a pre-test and a post-test. To ensure the number of participants in
the experiment, she decides to follow her supervisor's advice: to work with two
teachers from College English (General English course in China) at the university to
proceed with the research. Ethical considerations are taken into account to move.
Q: What kind of research design can she apply? Why? Support your point of view.
Subtopic 4:
Action research through time
Source: https://blog.teachcomputing.org/teacher-led-action-research/
14
How did it start?
The concept of action research goes back to the German
psychologist Kurt Lewin (1890-1947). As a Jew and a leftist,
Lewin was forced in the 1930s to flee Hitler's Germany for the
USA, where he did much to develop our contemporary ideas of
change. He was particularly (and understandably) concerned
with social justice and racial discrimination, seeing the latter as
linked with problems of management and gatekeepers who
determined what was and wasn't done. He believed that efforts
for change should be focused on the group, which should
challenge group norms and processes (‘‘How to carry out,’’ n.d. Source: https://bit.ly/3zcNhCd
para. 20).
The early years
In the literature, authors such as Kemmis and McTaggart (1988) and
Zuber-Skerrit (1992) state that action research originated with Kurt
Lewin, an American psychologist.
McKernan (1988) states that action research as a method of inquiry

has evolved over the last century and careful study of the literature
shows clearly and convincingly that action research is a root
derivative of the scientific method reaching back to the science
education movement of the late nineteenth century.
Source: https://base.socioeco.org/docs/research_methods.pdf
Closing activity:
Exit ticket
1. Check your note.
2. Share something new you have learned with the
class.
3. You have 1 minute to do so. Source:
https://courses.uchicago.edu/2019/11/22/spark-
effective-discussions-with-canvas-discussion-boards/
References
• Burns, A. (2009). Action research. In Qualitative research in applied linguistics, (pp. 112-134). Palgrave Macmillan, London.
https://link.springer.com/chapter/10.1057/9780230239517_6?noAccess= true
• Bryman, A. (2016). Social Research Methods. (5th Edition). Oxford University Press.
• Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1-4). Thousand Oaks. SAGE Publications,
Inc. doi: 10.4135/9781506326139
• Grajales, T. (2000). Tipos de investigación. On line)(27/03/2.000). https://cmapspublic2.ihmc.us/rid=1RM1F0L42-VZ46F4-319H/871.pdf
• How to carry out action research. (n.d.). Emerald Publising. Retrieve from https://www.emeraldgrouppublishing.com/how-to/research-
methods/carry-out-action-research
• Karlsen, J. I. (1991). Action research as method: Reflections from a program for developing strategies and competence. Participatory action
research, 143-158. https://methods.sagepub.com/book/participatory-action-research/n10.xml
• Masters, J. (1995) 'The History of Action Research' in I. Hughes (ed) Action Research Electronic Reader, The University of Sydney, on-line
https://bit.ly/3NeE9Bd
• Stake, R. E. (1998). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry Vol. 2, (pp. 86-109). Thousand Oaks, CA:
Sage.
ACTION RESEARCH IN
LINGUISTICS
Unit 1
Topic 2
Action Research in Education
Topic 2: Action Research in Education
Subtopic 1: Subtopic 2:
Educators as Characteristics of
researchers and action research in
professionals education
Subtopic 4:
Subtopic 3:
Action research to
Teaching of action
improve the
research
educational system
Source: https://bit.ly/3xWsd1X
Topic 2: Action Research in Education
Subtopic 1: Educators as researchers and

professionals
Source: https://bit.ly/39rC1rd
Subtopic 2: Characteristics of action research

in education
Source: https://bit.ly/3MWAG9y
Objective
Introduction
Professionals in the education field must understand the difference between
educational and scientific research; academic research always contains a
pedagogical proposal that tries to solve an educational issue, while scientific
research arises from some specific area of knowledge.
Educational action research analyzes and proposes solutions for the Education
area, generating relevant knowledge to strengthen decision-making processes.
Subtopic 1:
Educators as Researchers and
Source: https://bit.ly/39rC1rd
Professionals
6
WARM-UP: Let’s reflect on Isabella's experience
Isabella Bruschi is an English language and literature teacher in an upper secondary school in Turin, Italy.
The problem
1 2 The recordings gave her back
3 As a result of this
Teacher Bruschi had a
whole cluster of To understand the nature of an image very far from the ideal information, she set up strategies
questions and doubts her problem, she collected she had of herself as a teacher. She to improve her teaching. After the
about the oral tests information through diaries, saw a set of behaviors that did not test, her students' comments
she was applying and questionnaires, and recordings please her. She became aware of show that these changes made a
her teaching practice. of herself teaching. her "disturbing interventions." big difference.
Q1: Think about what you have reviewed about AR so far; What would you have
suggested to Ms. Bruschi to solve the problem?
Q2: Based on this experience, what is the importance of research in education?

7
Adapted from Burns 2010
Subtopic 1: Educators as researchers and professionals
Generates the
development and
skills of students
Encourages
Strengthens the
collaboration and the
learning process
development of
learning communities
IMPORTANCE OF RESEARCH
Empowers teachers IN EDUCATION
and gives them a Increases understanding
voice and respect among
teachers, students,
parents, and
administrators
Provides rich sources of

data that can be used for
school improvement (Stringer 2008; Ary et al., 2010)
8
Why should I do action research?

I’m a teacher not a researcher!
Source: https://www.gdn.int/DRkickoff
Burns 2010
Arguments against:
1 Teachers don’t get paid or given time off to do research as academics do.
2 When teachers get into the classroom the theory does not match the reality.
Educators have full teaching loads which means that any time spent on research needs
3 to be added onto a busy teaching schedule.
It’s not particularly easy for teachers to find the resources, support or facilities needed
5 or people who can offer advice about methods for collecting and analysing data.
6 Research completed by teachers necessarily get acknowledged by their colleagues,

head teachers or educational administrators.
Burns 2010
Supplementary information
Source: Solange E. Guerrero. Reasons for not doing research (N=21) https://docs.google.com/forms/d/1jpg9N6OFmzGnDmiS3VC-yj2wjIeh6QhxH9CHDxEmuZI/edit#responses
Reasons to do action research
According to Dr. Andrew Johnson (2018), Action Research can be used to address
two levels of teacher reflection:
a) Teaching effectiveness
b) Connection to research, research-based theory, and research-based practice
Dr. Andrew Johnson (2018)
Available at: https://www.youtube.com/watch?v=KhO7PRivQNQ

Reasons to do action research
It is necessary to strengthen the

performance of research teachers by
creating spaces for reflection and
research training for the sake of quality
AR is an appealing way to look more education.
closely at puzzling classroom issues or to
delve into teaching dilemmas.
The research teacher and his relationship with knowledge
University professors and future professionals who carry out, guide, and support
investigative processes with other professors and students can be creators and builders
of knowledge through the direct and systematized experience offered by each of the
stages of the action research and the results (Arteaga 2009).
Subtopic 2:
Characteristics of Action
Research in Education
Source: https://bit.ly/3MWAG9y
15
Subtopic 2: Characteristics of Action research in Education
The research is
conducted by and for
the practitioner.
The research results

The research is
in an action or a
situated in a local
change implemented
context and focused
by the practitioner in
on a local issue.
the context.
Characteristics
of Action
Research in
Education
(Stringer, 2008; Ary et al., 2010)

(Ary et al., 2010)

Research Research Research

Philosophy Methodology Paradigm in
Action Research
Adapted from http://salmapatel.co.uk/academia/the-research-paradigm-methodology-epistemology-and-ontology-explained-in-simple-language/
Source: https://slideplayer.com/slide/1498079/
Closing Activity: Critical Discussion
Instructions:
1. Select an emoji ( Thumbs Up or down)
2. Those who selected ‘thumbs up’ are in favor of doing action research.
3. Those who selected ‘thumbs down’ are against doing action research.
4. You will have 1 minute to prepare your arguments.
5. Then, one person who agrees will share his/her point of view. And the person who
disagrees is going to refute that with his/her arguments.

References
• Burns, A. (2009). Action research. In Qualitative research in applied linguistics, (pp. 112-134). Palgrave Macmillan.
https://link.springer.com/chapter/10.1057/9780230239517_6?noAccess= true
• Bryman, A. (2016). Social Research Methods. (5th Edition). Oxford University Press.
• Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1-4). Thousand Oaks. SAGE Publications,
Inc. doi: 10.4135/9781506326139
• Grajales, T. (2000). Tipos de investigación. On line)(27/03/2.000). https://cmapspublic2.ihmc.us/rid=1RM1F0L42-VZ46F4-319H/871.pdf
• How to carry out action research. (n.d.). Emerald Publising. Retrieve from https://www.emeraldgrouppublishing.com/how-to/research-
methods/carry-out-action-research
References
• Karlsen, J. I. (1991). Action research as method: Reflections from a program for developing strategies and competence.
Participatory action research, 143-158. https://methods.sagepub.com/book/participatory-action-research/n10.xml
• Masters, J. (1995) 'The History of Action Research' in I. Hughes (ed) Action Research Electronic Reader, The University of
Sydney, on-line https://bit.ly/3NeE9Bd
• Stake, R. E. (1998). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry Vol. 2, (pp. 86-109).
Thousand Oaks, Sage.
• Stringer, E. T. (2008). Action research in education. Upper Saddle River: Pearson Prentice Hall.
http://sutlib2.sut.ac.th/sut_contents/H112461.pdf

ACTION RESEARCH IN
LINGUISTICS
Unit 1
Topic 2
Action Research in Education
Subtopic 3
Teaching of action research
Subtopic 4
Action research to improve the
educational system
Objective
During this first unit, students will be able to reflect
on their practice to improve their educational work
as professionals in the education field.
Instructions:
Warm-up Activity
Reflection & discussion
1. Watch the following video about pre-service teachers’
teaching practice reflection
https://www.youtube.com/watch?v=SDCm1fIPKH8
2. Then, reflect on your teaching experience:
• How was your experience when teaching for the first time?
• What did you find challenging?
• What was easy?
• Do you consider your knowledge was limited? Why or why
not?
• What did you need to improve?
• How did you determine that?
• What did you do to solve it?
Subtopic 3: Teaching of action research
Investigators Participants
They assume responsibilities, acquisition of

knowledge that allows them to develop
investigative qualities.
The teaching of action research has theoretical and practical components, which are
features, often not wholly linked; these depend on the experience of the teachers in
the research activity, the disposition of the students, and the time they dedicate to
building a research project, which allows them to conclude their investigations.
02 Action Differences between

research pedagogical and action
research 01 action
Pedagogical
research
Action research is used in a variety of

settings, including schools, hospitals,
health clinics, community agencies, It is a systematic investigation of one’s
government units, and other teaching practice to modify the teaching
environments. practice and contribute to theoretical
knowledge (Norton, 2009)
(S. Zakareya Ahmad, 2012)

Subtopic 4: Action research to improve the Education System
Research teacher
Aware of reality and visionary of solutions to overcome the drawbacks of traditional education
Lack of relevance in
Absence of strategies to
educational processes
Little emphasis on the develop creativity and
regarding the
formation of suitability. little support for the
challenges of the
self-realization of
context.
students
• What are the main problems in the Ecuadorian Education System?
• What about in English Teaching?

(Cochran, 2005)
In a growing number of school districts, part of the school improvement plan calls for
teachers working in teams to gather data as the school implements new strategies in
order to examine the impact on students and to make recommendations for changes in
implementation. Using action research in schools can help teachers develop a common
focus, build a professional culture and eventually a community of learners, and promote
organizational learning.
(Ary, et al. 2010)

University professors and teachers’ educators should acknowledge action research as
a strategy of research. They should try to make a difference in the real-life practice of teaching.
They should start teaching AR to their university students and promote it to teachers and head
teachers in schools. Even if they are not convinced of it as a paradigm of research; after all,
doing something is better than doing nothing. Nina Abdul Razzak and Khaled Albaker
Source: https://bit.ly/3OkMUuj
Closing Activity:
Instructions:
Critical Discussion
1. Read the following question:
• If action research and pedagogical action research
are stated to improve the teaching and learning
process and education systems, Are they salvation?
2. Share your ideas with your classmates. Source: https://bit.ly/3Npxx29

References
• Arteaga, I. H. (2009). El docente investigador en la formación de » profesionales. Revista Virtual Universidad Católica
del Norte, (27), 1-21. https://www.redalyc.org/pdf/1942/194215432011.pdf
• Cochran-Smith, M. (2005). Teacher educators as researchers: Multiple perspectives. Teaching and teacher education,
21(2), 219-225.
• Livingston, K., McCall, J., & Morgado, M. (2009). Teacher educators as researchers. In Becoming a teacher educator
(pp. 191-203). Springer, Dordrecht.
• Stringer, E. T. (2008). Action research in education. Upper Saddle River: Pearson Prentice Hall.
• UNESCO. (1998). Declaración mundial sobre la educación superior en el » sigloXXI: Visión y acción. Conferencia
mundial sobre educación superior.París, octubre 1998. En: Asociación Colombiana de Universidades –ASCUN.
Cuadernos ASCUN, Bogotá: 1999, N° 7
• Zakareya Ahmad, S. (2012) Pedagogical Action Research Projects to Improve the teaching Skills of Egyptian EFL
Student Teachers, ICERI2012 Proceedings, pp. 3589-3598. https://bit.ly/3xQ6Gqt
ACTION RESEARCH IN
LINGUISTICS
Unit 2
Action research process
Topic 1
Action research planning
Subtopic 1
Analysis and problems
in action research
Subtopic 2
Stages of action
research
Objective
During this unit, students will be able to develop a
research plan in the education field.
Introduction
Action research is a universal discipline that generates knowledge fundamental in
every one of the areas of human endeavor. It is a tool that allows humanity to know
the surrounding world, building knowledge to solve practical problems. Considering
the importance of action research in the educational field, both educators and
students must be aware of action research planning. The better the investigator
designs a proper plan for the problem or study they want to apply, the better the
results. The innovation o solution for the primary issues will significantly impact the
participants in the study area.
Warm-up Activity
Instructions:
1. Read the following prompt, think and share your
thoughts.
• Plans are nothing, planning is everything.

----------
2. Watch the following video to get more insights into the ----------
importance of planning ----------
----------
https://www.youtube.com/watch?v=V0FxCkv_mZU ----------
Subtopic 1: Analysis and problems in action research
What does data analysis consist of?
Data analysis involves reviewing the data while Appropriate analysis will depend on the
they are being collected and attempting question asked and the method of data
to synthesize and make sense of what is collection used.
observed.
Purpose: To make better decisions for your study.
Source: https://bit.ly/3Nz5gGz
(Ary, et al. 2010)
Advantages Disadvantages
It allows researchers to gain first-hand experience and Not able to collect data from as many people
knowledge about the people, events, and processes they as they say
study.
It is an excellent tool for understanding the social context's High costs
role in shaping people's lives and experiences
AR can also reveal aspects of people's experiences or group Time consuming (Especially when a
interactions that we were previously unaware of. qualitative strategy is used)
AR helps obtain in-depth knowledge of the context of the Results can be subjective
participants
Available at https://www.youtube.com/watch?v=FgLYLVNLL-U
What challenges can a researcher

• Lack of resources encounter when implementing action
• The amount of support received research in schools?
• Resistance to change
• Reluctance to interfere with others’ professional practice
• Reluctance to admit difficult truths
• The amount of encouragement received from school leaders.
• The climate for risk taking in the school
• The commitment for making time for action research endeavors.
Source: https://bit.ly/2Zc0yFu
Subtopic 2: Stages of action research
According to Ary, et al. (2010) Stringer (2008), Johnson (2008) and Mertler (2009)
Reflect
Observe Plan
Act
Other steps
Select the members of your team who
1 should participate in the investigation
Staff from the same Those who will decide to

institution carrying out implement the necessary
the study or contracting a changes according to the
specialized people. results.
(Burns, 2009)
Other steps
Recruit the participants to be
2 investigated
What are the How can some changes in

What are the different
characteristics of the your educational innovation
groups in your target?
target participants? affect each group?
(Burns, 2009)
Other steps
3 Carry out the field visit
Use the different tools to carry out the study tasks.
(Burns, 2009)
Other steps
4 Collect graphic evidence
Close-up photographs of the participant

interacting with specific objects.
But….
(Burns, 2009)
Other steps
Even if your audio or video record the session,

don't use this as an excuse not to take notes;
5 the audio recording saves you from writing
Take good notes lengthy verbatim quotes. Still, it won't tell you
anything about the participant's behavior and
environment.
(Burns, 2009)
Other steps
6 Analysis, show, and

information
The data presented must be helpful and easy to
understand; document your process by
highlighting any current inefficiencies,
frustrations, or problem areas.
(Burns, 2009)
Closing Activity:
Instructions:
1. Go to Padlet at https://bit.ly/3AmyBBn
2. Complete the exercise. The following prompt was
posted:
Planning is one of the research process's most important but

challenging parts. Do you agree or disagree? Why?
3. Click to add your comment. Write your Name and group at

the end of your post. (2 Paragraphs)
4. Comment on a classmate's argument and indicate why
you are in favor or against his/her opinion. (1 paragraph)
References
• Burns, A. (2009). Action research. In Qualitative research in applied linguistics (pp. 112-134). Palgrave Macmillan,
https://link.springer.com/chapter/10.1057/9780230239517_6?noAccess=true
• Grajales, T. (2000). Tipos de investigación. On line)(27/03/2.000). https://cmapspublic2.ihmc.us/rid=1RM1F0L42-
VZ46F4-319H/871.pdf

ACTION RESEARCH IN
LINGUISTICS
Unit 2
Topic 1
Action research planning
Subtopics
3 4
Data processing: Interpreting

Editing, coding and the data
conceptual collection
theoretical sampling
Objective
During this unit, students will be able to develop a
research plan in the education field.
Introduction
every one of the areas of human endeavor. It is a tool that allows humanity to know
the surrounding world, building knowledge to solve practical problems. Considering
the importance of action research in the educational field, both educators and
students must be aware of action research planning. The better the investigator
designs a proper plan for the problem or study they want to apply, the better the
results. The innovation o solution for the primary issues will significantly impact the
participants in the study area.
Warm-up Activity
Instructions:
1. Before watching the video,
determine the following, What’s
a code?
2. Watch the video to get more
information.
Available at: https://www.youtube.com/watch?v=BAKRKZq_Ebo

Subtopic 3: Data processing: Editing, coding and conceptual theoretical sampling
Editing
The process through which the data is reviewed to check for

consistency, adequacy, detect errors and outliers (values that are
either too big or too small from the rest of the data).
Source: https://bit.ly/3bZxcGr
CODING It is an analytic task of assigning codes to non-numeric data.
Qualitative strategies
to collect data
Source: https://bit.ly/3ai8K2J
• The numbers do not indicate any value or amount.

• Only count the percentage of the total number of observations
The variables to be studied
(1) By playing games According to the numbers

(2) By doing indicated by students who
Learning preference (3) By watching TV were asked to select among
(4) In groups the options
(5) Other
• Example (Survey students from UNEMI): https://bit.ly/3RpYma3

Coding
1 2 3
Open Axial Selective
The researcher breaks The researcher puts the data The researcher has a clear
down and categorizes the back together again, making and selective focus and is
data into manageable connections between and systematically reviewing the
segments. across categories. data for that specific category.
(Ary, et al. 2010)

Selective coding is a uniquely

challenging phase of the data
collection process of the research
design in that it influences not only
what theoretical constructs emerge,
but also how meaning is created
through presentation, impacting the
reception of the findings.
(William and Moser, 2019)

(Ary, et al. 2010)

Subtopic 4: Interpreting the data collection
This stage will allow drawing conclusions based on the problem, the
variables, the formulation of hypotheses, and the theoretical framework
developed by the researcher.
Source: https://bit.ly/3Nz5gGz
(Tan, 2008)
Before interpreting the data, description and sense-making are necessary.
Description
• Review the data
• Ask yourself what you saw and
Sense-making
• Try to consider how the pieces fit together and what stands
what was happening
out
• Data may be organized in different ways, such as chronology,
people, key events, key issues, and episodes.
Interpreting requires carrying out an initial plan. It consists of describing what

type of treatment (quantitative and qualitative) will be given to the information
and the interpretation aims to make sense of it, that is, to eventually carry out a
theoretical decomposition and then write the final report of the investigation
(Tan, 2008).
Closing Activity:
Instructions:
1. Read the responses from the survey (It will
provided by your teacher).
2. Apply an open coding procedure.
3. Create 2 categories.
References
• Burns, A. (2009). Action research. In Qualitative research in applied linguistics (pp. 112-134). Palgrave Macmillan,
• Grajales, T. (2000). Tipos de investigación. On line)(27/03/2.000). https://cmapspublic2.ihmc.us/rid=1RM1F0L42-VZ46F4-
319H/871.pdf
• Williams, M., & Moser, T. (2019). The Art of Coding and Thematic Exploration in Qualitative Research. International Management
Review, 15, 45. https://bit.ly/3usgMwT

ACTION RESEARCH IN
LINGUISTICS
Unit 2
Action Research Process
Topic 2
How to improve research
Objective
During this unit, students will be able to
develop a research plan in the education field
Introduction
Action research is a universal discipline that generates knowledge
fundamental in every one of the areas of human endeavor. It is a tool that
allows humanity to know the surrounding world, building knowledge to solve
practical problems.
To carry out action research, it is necessary to consider specific considerations from
selecting participants. In this place, you will carry out your study, the tools or
techniques that will be implemented, and the workspace's security.
SUBTOPIC
1 Selection and define the proper

focus of research
SUBTOPIC
2
The action research cycle
SUBTOPIC
3
Evaluating and reflecting on the
action research process
SUBTOPIC
4
Source: https://bit.ly/3IDIPiF
Make changes and improvement
Warm-up Activity:
Instructions:
1. Watch the video about
Action research in Education
2. Pay attention to those pre-
service teachers’ research
topics.
3. What are they based on?
4. How can a proper research
Available at https://www.youtube.com/watch?v=LRdnQO5E04M
topic be selected?
Subtopic 1: Selection and define the proper focus of research
• Brainstorm for ideas.

1 • Choose a topic that will enable you to read and understand the
Problem articles and books you find.
• Ensure that the topic is manageable and that material is available.
• Make a list of keywords.
2
• Be flexible. You may have to broaden or narrow your topic to fit
Question your research interest.
Source: https://bit.ly/3o1e2Tp
Source: https://bit.ly/3IGhtby
WHO
WHY • Who are the information providers on this topic?
•Why did you choose the topic?
• Who might publish information about it?
•What interests you about it?
• Who is affected by the topic?
•Do you have an opinion about the
• Do you know of organizations or institutions
issues involved?
affiliated with the topic?
WHAT
• What are the major questions for this topic?
• Is there a debate about the topic?
• Are there a range of issues and viewpoints
WHERE
to consider? • Where is your topic important: at the
local, national or international level?
• Are there specific places affected by
the topic?
Set realistic expectations and goals Establish a base of operations

Data collection, participants timing People, place
Know the objectives of the research Recruit your action research participants
Clear focus on the objective Case of study

Subtopic 2: The action research cycle
Instructions:
1. Watch the video about
Action the research cycle.
2. What is the typical cycle?
3. Why in that order?
Experience and
perceptions are used to
identify an area of focus
based on a problem.
1 Reflect
Limiting the topic

Review what is already
known about the problem
How can you plan to implement a or focus area and to learn
more about the problem.
treatment when you haven’t
identified the problem yet?
Review the literature
(Ary et al., 2010)

Example:
• What if I begin teaching the Spanish-speaking

children in my 10th-grade class some basic English
words?
• Would that reduce their anxiety about speaking the
Esta foto de Autor desconocido está bajo licencia CC BY
language?
Steps to take action
2 Plan How to gather

Where to start? information and data
Observe or capture the

experience or monitor
the practice
(Ary et al., 2010)
3 Act
Implementation Data collection Application of the

of the plan to from a variety of treatment
collect data sources
(Ary et al., 2010)

4 Observe
The researcher synthesizes

and analyzes the data.
Key issues related to the

problem are identified.
(Ary et al., 2010)
Subtopic 3: Evaluating and reflecting on the action research process
Do not be overconfident
when conducting research
"Confidence makes individuals appear more competent in the

eyes of others, even when that confidence is unjustified and
unwarranted," Cameron Anderson from the School of
Management at the University of California, Berkeley.
Overconfident people erroneously believe that

they are more effective than they actually are.
Source: https://bit.ly/2OBSDBC
Subtopic 3: Evaluating and reflecting on the action research process
Questions to evaluate the process
Subtopic 4: Make changes and improvement
• The rapid social and technological changes require constructing new images of
social practice in general and companies in particular. It is thought that the action
research carried out by the entities of these educational institutions can become
one of the tools for change and improvement in organizational quality.
• Action research must arouse curiosity, reflection, questioning, doubt, and

fundamental bases of genuine research's novelty, thinking, question, doubt, and
basic commands.
CLOSING ACTIVITY
Instructions:
1. Think about what was shared during

this session.
2. Determine 3 ideas you think your
classmates should know about the
topics studied.
3. Share that with us.
REFERENCES
• Burns, A. (2009). Action research. In Qualitative research in applied linguistics (pp. 112-134). Palgrave Macmillan.
https://link.springer.com/chapter/10.1057/9780230239517_6?noAccess=t rue
• Coghlan, D., Coughlan, P., & Brennan, L. (2004). Organizing for research and action: implementing action
researcher networks. Systemic Practice and Action Research, 17(1), 37-49.
• Dickens, L., & Watkins, K. (1999). Action research: rethinking Lewin. Management Learning, 30(2), 127-140
• List, D. (2006). Action research cycles for multiple futures perspectives. Futures, 38(6), 673-684
https://doi.org/10.1016/j.futures.2005.10.001
• Grajales, T. (2000). Tipos de investigación. Online)(27/03/2.000). https://cmapspublic2.ihmc.us/rid=1RM1F0L42-
VZ46F4-319H/871.pd
ACTION RESEARCH IN EDUCATION AND APPLIED LINGUISTICS
UNIDAD 1
Autor: Frans Recalde

ÍNDICE
1. Unidad 1: Historical Background ........................................................................3

Theme 1: Action research background ......................................................................... 3
Objective: ...................................................................................................................... 3
Introduction: ................................................................................................................. 3
2. Información de los subtemas .............................................................................4

2.1 Subtheme 1: Action research: historical and philosophical background ........... 4
2.2 Subtheme 2: Different models of action research ............................................. 6
2.3 Subtheme 3: Action research methodologies .................................................... 8
2.4 Subtheme 4: Action research through the time ............................................... 11
3. Preguntas de Comprensión de la Unidad ..........................................................13
4. Material Complementario ................................................................................14
5. Bibliografía ......................................................................................................15
2
1. Unidad 1: Historical Background

Theme 1: Action research background
Objective:
During this first unit, students will be able to reflect on their practice to improve their
educational work as professionals in the education field.
Introduction:
Although action research means increasing our knowledge in a particular area, the
different action research methodologies are not simple to study techniques, nor does
it result in preparing a monograph. Still, neither is it something that only people with
abilities can do. Action research is a task that involves learning that will require
discipline and systematization of thought and actions to develop within a delicate
balance between the application of more or less strict rules, determined by a method,
and the originality and creativity of the researcher. That is to say; action research will
require knowing the central concepts of the area of knowledge in which it is
investigated and the processes that the community in general uses to generate new
knowledge considered valid.
© Universidad Estatal de Milagro – UNEMI
FORMATO CONTROLADO: FR0018/ v3.01 3

2. Informacion de los subtemas

2.1 Subtheme 1: Action research: historical and
philosophical background
Action research concept
According to Burgess (2002), action research collects new data from primary sources
for a specific purpose. It is a qualitative data collection method aimed at
understanding, observing, and interacting with people in their natural environment
(Tan, 2008).
According to Tan (2008), when researchers talk about being “in the field,” they are
talking about being on the ground and participating in the daily lives of the people they
are studying (Tan, 2008). Researchers sometimes use the terms ethnography or
observation to refer to this method of data collection; the former is more widely used
in anthropology, while the latter is commonly used in sociology (Tan, 2008).
Investigators may think of field research as a general term that includes the myriad of
activities field or action researchers do when they collect data: they participate, they
observe, they usually interview some of the people they follow, and they typically
analyze documents or some objects related with the study (Tan, 2008).
Characteristics of action research

According to Grajales (2000), action research is compelling because it allows you to see
what people do and not what they say they do. For example, your customer may tell
you that your product is easy to use, but you may find that they are having some
difficulty using it when you look at it. You can discover any problem or inefficiency
your product or service may have by doing market research (Grajales, 2000).
Field research is collected directly from original sources, providing greater control over
the nature and amount of data collected, often resulting in better insights that
companies can use to make intelligent business decisions.

The best results of field research come from a well-defined research plan, and it can be
of immense value, but it also requires much time to collect information and higher
costs; fortunately, many tools can help you in this process (Burgess, 2002).
Field research has specific characteristics. The place of this activity is under study and
has become an important part of it.
It takes place outside the laboratory.

The field investigation is carried out where the phenomenon is to be studied; a “field”
is any geographic location outside a laboratory or space with controlled conditions
(Grajales, 2000).
Data is collected in the field.

Infield research, the data or samples are sought where the phenomenon under study
occurs; for example, if you are going to research school bullying, you have to look for
the data in a previously selected school (Grajales, 2000).
Investment required
Field research needs a certain budget level or, failing that, sponsorships or financial aid
from organizations or individuals (Grajales, 2000).
How to make action research

Something key in field research is that it is carried out in the participants' environment,
such as at home, work, store, bank, hospital, educational institutions, etc. Through
action research, investigators can gain a wealth of insight into how a product or service
works in people's lives.
One of the big mistakes that some researchers make is that they cannot carry out this
kind of study with their participants because their issues are entirely new. Still, the
reality is that you can opt for other alternatives, such as observing and testing users
using your studies in a direction to carry out a strategic analysis with the results
obtained (Burgess, 2002).

Through field research, you will get results that are just a sample of what people think
o do about a product, service, or study. For example, the managers of a company must
take the data obtained from field research as a guide to create a new product that
solves existing problems based on customer preferences.
During the application of action research, sometimes the investigators may not have
many opportunities to visit and observe their participants at their place of work or
home, so they should make the most of this opportunity to accomplish the study's
goals on the path (Burgess, 2002).
2.2 Subtheme 2: Different models of action research
Within the action research, there are different models or what investigators name:
types of field research that try to accomplish their purposes, some of these types are:
Proposal
The objective of this type of research is this type of research aims to diagnose the
phenomenon studied and then propose a solution; for example, the general manager
of a company general manager discovers that his shoe production method is not
working and makes a proposal to make more shoes in less time (Burns, 2009).
Evaluative
This type of research seeks to demonstrate whether the phenomenon studied adheres
to a specific particular paradigm or model of reality; for example, a study determines if

a group of pregnant women had cravings during the first trimester of pregnancy
(Burns, 2009).
Causal
In this type of research, the objective is to know which variables cause a particular
situation.

Correlational
It is a type of field research that measures relationships between connected variables;
for example, a study linked increased muscle mass in people who consume protein
supplements (Burns, 2009).
Descriptive
It is a type of field research that serves to identify variables that have not yet been
measured; for example, a study determines how many hours children from 3 to 5
spend in a particular place in front of the phone screen (Burns, 2009).
Comparative
As its name indicates, it is an investigation whose objective is to compare a data series.
For example, a study compares people's eating habits who work in offices and those
who work from home (Burns, 2009).
Explanatory
It is a type of research that explains the occurrence of a phenomenon from two or
more variables; for example, a study on domestic violence and poverty causes low
academic performance (Burns, 2009).
Analytics
Its objective is to analyze in-depth the circumstances and characteristics of a
population.
Documentary
It tries to collect information to know what a population's situation is to show it finally.
All these action research models present a series of phases or stages that should be
followed to ensure effective practical and efficiency. It depends on what kind of
problems the investigators decide to study or analyze.

Typically, there is a cyclical process in action research that investigators usually apply
in their studies.
From: http://allaboutochange.blogspot.com/2010/07/action-research-model.html
2.3 Subtheme 3: Action research methodologies

According to Bassols (1971), the methods contemplated in action research are planning
and approach when the researchers studying an object or phenomenon; there are
three principal methods used in action research:
The pre-experimental process in action research
In the first method of pre-experimental field research, the researcher does not have
control of the variables involved in the research process. This method requires prior
data collection that will be applied after observing the variables.

Experimental
As a second method, we have the experimental one. The researcher has complete
control of the variables involved in the field research. In this way, the person who
investigates can introduce causes to observe their impact on the phenomena studied.
The researcher is also free to select the groups or set of objects to explore as he deems
appropriate.
Quasi-experimental
Finally, we have the quasi-experimental field research method. The researcher can
control the variables that intervene in the phenomenon studied. Unlike the
experimental process, the quasi-experimental plan starts from a pre-established object
that the researcher does not choose.
Methods of data collection within action research
Data collection refers to the systematic approach of gathering and measuring

information from various sources to obtain a complete and accurate picture of an area
of interest; data collection enables an individual or business to answer relevant
questions, evaluate results, and better anticipate future probabilities and trends
(Burns, 2009).
Accuracy in data collection is essential to ensure study integrity, good decisions, and
quality assurance; different data collection methods and techniques can be helpful.
The choice of method depends on the strategy, the type of variable, the desired
precision, the collection point, and the researcher's skills.
The following image shows the principal methods used to collect information in action
research:

From: https://www.questionpro.com/blog/field-research/
Direct Observation
Simple direct observation is the inspection and essentially descriptive study carried out
by the researcher through the use of his senses of the significant events as they are or
as they take place spontaneously at the time they occur and by the demands of the
investigation.
Qualitative interviews
The interview is a beneficial technique in qualitative research to collect data; It is
defined as a conversation that proposes a specific purpose other than the simple fact
of talking. It is a technical instrument that takes the form of a colloquial dialogue
between the researchers and participants.

Case study
This methodology is mainly applicable in the analysis of social and educational
phenomena. In its definition, Stake (1998, p. 11) refers that "it is the study of the
particularity and complexity of a singular case, to understand its activity in important
circumstances."
Participant observation
The participant observation technique is research that involves social interaction
between the researcher and the observed subjects; They all influence each other. It
collects data systematically and non-intrusively.
Ethnography
Ethnographic research focuses on the daily life experiences of individuals and thus
allows a better understanding of existing social practices. The analysis is based on the
discourse of the individuals who participate in these practices.
2.4 Subtheme 4: Action research through the time

Through time, prominent educational institutions underwent significant
transformations in action research in the past two centuries. It began as a way to
establish a closer relationship between research and education and was modified until
it gave rise to research universities, essential actors of the current dominant paradigm:
scientific knowledge is responsible for the innovation that, in turn, it is considered the
foundation for the generation of economic wealth and transformation of the way
society acts (Karlsen, 1991)
One aspect worth highlighting is the social character that the generation of knowledge
and its transfer to society has acquired. A new science paradigm has been built for
several decades that obeys an increasingly bidirectional relationship with the
community. Although the origins of the action research have much to do with the
development needs of the community and the productive sector in the nineteenth
century, it was from the second half of the 20th century that science and technology

were established as a source of wealth. This leads to the fact that today, throughout
the world, the scientific apparatus is considered the one that can respond to the
problems and needs of societies issues and needs in different areas of study. The
research questions have an increasingly close relationship with these problems.
However, as these are increasingly complex, it has been necessary to resort to new
forms of knowledge production. This makes action research complex, and the
convergence of disciplines today makes the possibility to respond to them from
investigation and innovation (Karlsen, 1991).
The following image shows how action research has worked through time with its
steps.
From: https://methods.sagepub.com/base/download/BookChapter/participatory-action-
research/n10.xml

3. Preguntas de Comprension de la
Unidad
What is action research?
Action research collects new data from primary sources for a specific purpose. The
data collection method aims to understand, observe, and interact with people in
their natural environment.
What are the different models or types of action research?

There are different models of action research. The proposal, evaluative, causal,
correlational, descriptive, comparative, documentary, and explanatory are most
common.
Which is the typically cyclical process of action research?

The typical cyclical process of action research is: planning, acting, observing, and
reflecting.
Which are the most common methods of data collection in action research?
The standard methods to collect data in action research are direct observation,
ethnography, interviews, participant observation, and analyzing cases.
What are the steps of action research?

The steps of action research are:

Formulate the approach to the problem
Design/planning
Collect data
Analyze the information
Reflection/interpretation

4. Material Complementario
Los siguientes recursos complementarios son sugerencias para que se pueda ampliar la
información sobre el tema trabajado, como parte de su proceso de aprendizaje
autónomo:
Videos de apoyo:
How to conduct action research: https://youtu.be/rAlNCm9iisU
Action research steps: https://youtu.be/NaJU42_wN7M
Links de Apoyo:
https://www.questionpro.com/blog/field-research/
https://research-methodology.net/research-methods/action-research/

5. Bibliografía
» Bassols Batalla, á. (1971). Metodología de la investigación de
campo. Problemas
» Del Desarrollo, 2(7), 99–104. http://www.jstor.org/stable/43905956
» Burgess, R. G. (2002). In the field: An introduction to field research.
Routledge.
» Burns, A. (2009). Action research. In Qualitative research in applied
linguistics
» (pp. 112-134). Palgrave Macmillan, London.
» https://link.springer.com/chapter/10.1057/9780230239517_6?noAccess=
true
» Grajales, T. (2000). Tipos de investigación. On line)(27/03/2.000).
» https://cmapspublic2.ihmc.us/rid=1RM1F0L42-VZ46F4-319H/871.pdf
» Karlsen, J. I. (1991). Action research as method: Reflections from a
program for
» developing strategies and competence. Participatory action research,
143-158.
» https://methods.sagepub.com/book/participatory-action-research/n10.xml
» Stake, R. E. (1998). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.),
» Strategies of qualitative inquiry Vol. 2, (pp. 86􏰀109). Thousand Oaks,
CA: Sage.
» Tan, K. (2008). A Guide to Qualitative Field Research.

UNIDAD 1

ÍNDICE
1. Unidad 1: Historical Background ........................................................................3

Theme 2: Action research in Education......................................................................... 3
Objective: ...................................................................................................................... 3

2.1 Subtheme 1: Educators as researchers and professionals ................................. 4
2.2 Subtheme 2: Characteristics of action research in education............................ 7
2.3 Subtheme 3: Teaching of action research .......................................................... 8
2.4 Subtheme 4: Action research to improve the educational system .................. 10
3. Preguntas de comprensión de la Unidad...........................................................13
5. Bibliografía ......................................................................................................15
2
1. Unidad 1: Historical Background

Theme 2: Action research in Education
Objective:
During this first unit, students will be able to reflect on their practice to improve their
educational work as professionals in the education field.
Introduction:
Professionals in the education field must understand the difference between

educational and scientific research; academic research always contains a pedagogical
proposal that tries to solve an educational issue, while scientific research arises from
some specific area of knowledge.
Educational action research analyzes and proposes solutions for the Education area,
generating relevant knowledge to strengthen decision-making processes. Its fields are
various, as seen through several expert academic research authors. Students with high
education should be aware of this kind of investigation in their daily activities, making
action research an essential part of their profession.
One of the main objectives of educational research is, without a doubt, innovation,
which, together with technology and education, are constantly defined and redefined
theoretically to allow studies to investigate how the educational process changes or
becomes.


2.1 Subtheme 1: Educators as researchers and
professionals
Importance of research in education

It is necessary to consider the need to train teachers in research theories, methods,
and techniques to improve their teaching practice in the classroom.
According to Stringer (2008), action research in education is a strategy that generates

the development and skills of students by analyzing their information to build new
knowledge. Action research is considered a valuable teaching tool that strengthens the
learning process, if the teacher uses research in his educational practice, the critical
reflection of his activity and students improves the teaching and learning process
(Stringer,2008).
Applying research in teaching and learning processes benefits the teacher, students,
and educational institutions. For students, it allows them to acquire organizational
skills and easily perceive their knowledge; for teachers, it will enable them to delve
deeper into their disciplines, in addition to providing them with valuable teaching
resources, as well as increasing their academic productivity and the possibility of
relying on their tutorial activities. The intellectual development of the students and
institutions where the teacher applies the research in the classroom use tools for their
learning, allowing them to improve their school achievement rates and lower student
desertion (Stringer,2008).
In Ecuador, la Universidad Estatal de Milagro has grown enormously in these years.

Both professionals and the student community must improve their research field to
develop the educational system in the country.

From: https://www.unemi.edu.ec/index.php/centro-de-recursos-para-el-aprendizaje-y-la-investigacion-
crai-2/
Educators as researchers and professionals

According to Arteaga (2009), at the university, it is necessary to strengthen the
performance of research teachers by creating spaces for reflection and research
training for the sake of quality education.
The teachers transmit the nuance of harmonious interaction between sciences,

disciplines, technology, and productivity. The socio-cultural context from an
integrating approach of ethical thinking with education, training, and teaching, as
functions of teachers at the university, requires a pedagogical discourse as a device
that generates knowledge and movement of people, citizens, and professionals
(Arteaga, 2009).
Teachers must provide students with the necessary tools to know, interpret and
understand the complex reality of the region, the country, and the world so that they
can intervene and engage reflexively and critically with historical and social
transformation, that leads to the improvement of the quality of life of men and women
in their environments by doing the active investigation (Arteaga, 2009).
According to Arteaga (2009), the globalizing tendencies of the beginning of the 21st
century motivate critical reflection on the university. However, it has always been a

topic of enduring relevance in different cultures, spaces, and times, both in the center
and periphery.
Today, new and vital challenges move the institution of knowledge, and higher
education poses a series of challenges in an unpredictable, unpredictable, and
constantly changing world; systematically connecting to one of its components to
study it will be a constant practice of academics and researchers committed to the
future of knowledge in the immediate challenges to improve the quality of the
university teaching staff, recognizing its current conditions and characteristics in-depth
(Arteaga, 2009).
The research teacher and his relationship with knowledge
Until late in the second half of the 20th century, there was a conception of uniqueness
in creating and developing knowledge and, therefore, of doing science. Today there is
evidence of a surprising and, at the same time, stimulating diversity in seeking and
finding ability, giving it validity and scientific (Arteaga, 2009).
According to Cochran (2005), processes that claim interested teachers, not in

repeating knowledge commands, but the contrary teachers whose work is closely
related to the construction of knowledge; in short, teachers willing to learn and
unlearn to be participants in the development of science at the service of human
beings.
According to Arteaga (2009), the university professors and future professionals who
carry out, guide, and support investigative processes with other professors and
students have the possibility of being a creator and builders of knowledge through the
direct and systematized experience offered by each of the stages of the action
research and the results.
Professionals in the education field, among other teachers, are aware of the
transformation, change, and advancement of knowledge as they make new findings in

their research work (Arteaga, 2009). It is the teacher linked to investigative processes
which can guide, but above all, with authority, the student's learning process, since
they are the ones who develop their knowledge, taking into account what other
researchers have found; only they, through the results of their investigations, allow the
construction and consolidation of science in the historical future (Cochran, 2005).
2.2 Subtheme 2: Characteristics of action research in

education
For educational action research to be considered as such, we must resort to the

scientific method consisting of a sequence of steps accepted and adopted by the
scientific community or, as McMillan and Schumacher (2005, p. 16) say, "in an
orientation sequence that is it modulates according to its development.” Different
authors make several proposals about the phases to follow in the research process.
(Livingston et al. et al.,2009)
In general, all the recommendations agree on the essential points; although the
existence of differences can be confirmed, we can differentiate five significant phases
in the research process that are specified, in turn, in a series of characteristics:
positivist, interpretive, and praxis (Livingston et al. et al.,2009).
Some of the main characteristics of educational action research are:

• It takes place outside the laboratory

• Data is collected in the field
• It requires investment
• Direct contact with the phenomenon to be studied
• Unbiased data
• Research adaptation
• It can be costly
• Data analysis errors (Stringer (2008)

The following image shows additional characteristics of action research:
Additional Characteristics:
From: https://slideplayer.com/slide/1498079/
2.3 Subtheme 3: Teaching of action research

In the teaching-learning process of action research, investigators and participants
share valuable moments and experiences in the preparation and development of a
research project; they assume responsibilities, acquire knowledge that allows them to
develop investigative qualities, and these are carried out in a social context of multiple
interactions, communications, and meanings (Cochran, 2005).
Is it essential to develop educational action research using the theory of social

representations, allowing the investigator to teach how to apply action research to
understand how students perceive the teaching and learning of action research in their
environment (Cochran, 2005).
According to Cochran (2005), in addition, the great boom in action research is an

academic task of the university; from these social representations, and shared
knowledge of the social actors involved, it will be possible to understand and face a

more supportive, practical way the teaching of action research in a more supportive
and effective way for the construction of new knowledge (Cochran, 2005).
The teaching of action research has theoretical and practical components, which are
theoretical and practical components features, often not wholly linked; these depend
on the experience of the teachers in the research activity, the disposition of the
students, and the time they dedicate to building a research project, which allows them
to conclude their investigations (Cochran, 2005).
According to Cochran (2005), the theory of social representation is a set of concepts,

proposed ions, and explanations originating in the day to day of the university, in the
classroom, and in the spaces destined for the development of teaching and learning of
action research; this occurs in the course of interpersonal communications, between
tutors, advisors, and students who build action research projects that the university
requires (Cochran, 2005).
Differences between pedagogical and action research
According to Arteaga (2009), there are several types of action research; depending on
the study's objective, they can be investigations to explore a new phenomenon or one
that has been studied very little or to corroborate if a phenomenon fits an established
paradigm.
Action research uses instruments such as files or statistical representations that,

combined with techniques such as observation or survey, allow the data to be studied
to be collected, and analyzed; one of its main advantages is that, as it is carried out at
the scene of the phenomenon, the data collected is more reliable, action research
investigators in the educational field must be aware of the differences between
pedagogical research and action research as it is shown in the following image:

From: https://slidetodoc.com/action-research-and-higher-education-pedagogy-emeritus-professor/
2.4 Subtheme 4: Action research to improve the

educational system
The action research teacher for a new teaching-learning process

The performance of action research teachers in the training of professionals is based
on interdisciplinarity, based on the articulation of different pedagogical strategies,
investigative practice, complex thinking, and forms of evaluation as mediators in the
teaching-learning process (Cochran, 2005)
According to Arteaga (2009), the role of the university teachers is in transition; in

addition to modifying their pedagogical practice, they must overcome the perception
he has of themselves, from this perspective, their participation in the training of
professionals is not that of a jealous caretaker of knowledge; on the contrary, they

take on the role of a process guide; they are not the possessor of knowledge but the
focus for students to reach and integrate: knowing, doing, being and being part of a
community (Cochran, 2005).
From this approach, the teaching-learning process is constructive rather than

reproductive; it is, in turn, a social, cultural, and interpersonal process (Arteaga, 2009).
The UNESCO, at the World Conference on Higher Education (1998), determined that in
a globalizing economic context, characterized by changes in production, based on

knowledge and its applications, as well as in the treatment of information, the links
between higher education, the world of work and society (Arteaga, 2009).
The action research teacher, aware of reality and visionary of solutions, becomes a
fundamental person to overcome the drawbacks of traditional education, among
which are listed: lack of relevance in educational processes regarding the challenges of
the context, little emphasis on the formation of suitability, absence of strategies to
develop creativity and little support for the self-realization of students (Cochran,
2005).
From: https://iite.unesco.org/news/639244/
This teacher, from the research, seeks the academic and research productivity of the
student, arousing interest in the forms of learning rather than in the thematic content,
which is why he works on processes and not about topics, enhancing academic
performance within the framework of comprehensive professional training.
According to Arteaga (2009), the teaching-learning process of action research is the

training of competent professionals which the situated process is part of it, and is the

product of the training activity itself, context, and culture in which it is developed and
used, increasing the educational system.
According to Arteaga (2009), a methodology based on action research processes is

appropriate in the teaching-learning process since it seeks to combine, based on
inquiry, knowledge, skills, and attitudes in real situations. The work of the action
research teacher is to guide the process based on expertise and motivator in an
attempt to make the creative and innovative capacity of the future professional
flourish (Arteaga, 2009).

3. Preguntas de comprension de la
Unidad
What is action research necessary in education?
Action research is considered a valuable teaching tool that strengthens the
learning process, if the teacher uses research in his educational practice, the
critical reflection of his activity and students improves the teaching and learning
process.
How action research can improve the educational system?

The teaching-learning process of action research is the training of competent
professionals which the situated process is part of it, and is the product of the
training the activity itself, context, and culture in which it is developed and used to
solve educational issues increasing the educational system.
What are the differences between pedagogical and action research?

In the pedagogical research, the research is directed, one study, objective stance,
intention to answer, and has research questions, action research is collaborative,
based the study on a series of researches, reflective, and tends to solve problems.
Which are some of the characteristics of action research in education?

Some of the main characteristics of educational action research are: It takes place
outside the laboratory, data is collected in the field, it requires investment, direct
contact with the phenomenon to be studied, unbiased data, research adaptation,
and it can be costly.

autónomo:
Videos de apoyo:
Action research in education: https://youtu.be/TOrQ-sVTuE0
Action research to develop teacher knowledge: https://youtu.be/lMHaDaVrfb8
Links de Apoyo:
https://slidetodoc.com/action-research-and-higher-education-pedagogy-emeritus-
professor/
https://books.google.com.ec/books?hl=en&lr=&id=aXyfDwAAQBAJ&oi=fnd&pg=PP1&
dq=action+research+in+education

5. Bibliografía
» Arteaga, I. H. (2009). El docente investigador en la formación de
» profesionales. Revista Virtual Universidad Católica del Norte, (27), 1-21.
» https://www.redalyc.org/pdf/1942/194215432011.pdf
» Cochran-Smith, M. (2005). Teacher educators as researchers: Multiple
» perspectives. Teaching and teacher education, 21(2), 219-225.
» Livingston, K., McCall, J., & Morgado, M. (2009). Teacher educators as
» researchers. In Becoming a teacher educator (pp. 191-203). Springer,
Dordrecht.
» Stringer, E. T. (2008). Action research in education. Upper Saddle River, NJ:
» Pearson Prentice Hall.
» http://sutlib2.sut.ac.th/sut_contents/H112461.pdf
» UNESCO. (1998). Declaración mundial sobre la educación superior en el
» sigloXXI: Visión y acción. Conferencia mundial sobre educación superior.París,
octubre 1998. En: Asociación Colombiana de Universidades –ASCUN. Cuadernos
ASCUN, Bogotá: 1999, N° 7

UNIDAD 2

ÍNDICE
1. Unidad 2: Action research process......................................................................3

Theme 1: Action research planning .............................................................................. 3
Objective: ...................................................................................................................... 3
Introduction: ................................................................................................................. 3

2.1 Subtheme 1: Analysis and problems in action research .................................... 5
2.2 Subtheme 2: Stages of action research .............................................................. 7
2.3 Subtheme 3: Data processing: Editing, coding, and conceptual, theoretical
sampling. ..................................................................................................................... 11
2.4 Subtheme 4: Interpreting the data collection. ................................................. 13
5. Bibliografía ......................................................................................................17
2
1. Unidad 2: Action research process

Theme 1: Action research planning
Objective:
During this unit, students will be able to develop a research plan in the education field.
Introduction:
every one of the areas of human endeavor. It is considered a tool that allows humanity
to know the surrounding world, building knowledge to solve practical problems.
Considering the importance of action research in the educational field, both educators
and students must be aware of the planification of action research. The better the
investigator designs a proper plan for the problem or study they want to apply, the
better the results. The innovation o solution for the primary issues will significantly
impact the participants in the study area.
Before planning action research

Something key in field research is that it is carried out in the participants' environment,
such as at home, work, store, bank, hospital, educational institutions, etc. Through
action research, investigators can gain a wealth of insight into how a product or service
works in people's lives.
One of the big mistakes that some researchers make is that they cannot carry out this
kind of study with their participants because their issues are entirely new. Still, the
reality is that you can opt for other alternatives, such as observing and testing users
using your studies in a direction to carry out a strategic analysis with the results
obtained (Burgess, 2002).

Through field research, you will get results that are just a sample of what people think
o do about a product, service, or study. For example, the managers of a company must
take the data obtained from field research as a guide to create a new product that
solves existing problems based on customer preferences (Burgess, 2002).
During the application of action research, sometimes the investigators may not have
many opportunities to visit and observe their participants at their place of work or
home, so they should make the most of this opportunity to accomplish the study's
goals on the path (Burgess, 2002).
From: https://yoursmartclass.com/steps-of-action-research-project/


2.1 Subtheme 1: Analysis and problems in action
research
Undoubtedly, collecting data through research will help you make better decisions for
your study. In this process, it is possible to face some problems at the moment to apply
action research (Grajales, 2000).
Disadvantages of action research
Field researchers can collect very detailed data; however, this benefit comes at a cost.
Because a field researcher's focus is so specific, they aren't able to collect data from as
many people as they say (Grajales, 2000).
Action investigators often trade range for depth; related to this point, it takes much
time, so it is essential to know how to do action research and avoid mishaps (Grajales,
2000).
Other weaknesses
• High costs, it is worth mentioning that the value of investigating this is worth it
and can help you obtain more significant income in the future.
• Another disadvantage of field research is that too objective viewpoints can be
obtained.
• It consumes a lot of time.
• Action research through interviews requires, to some extent, the development of
a relationship between a researcher and his participants.

Advantages of field research
Action research allows researchers to gain first-hand experience and knowledge about
the people, events, and processes they study; no other method offers the same kind of
approach to everyday life; this means that field investigators can obtain very detailed
data about people and processes, perhaps more complex than using any other method
(Grajales, 2000).
Another characteristic of field research is that it is an excellent tool for understanding

the social context's role in shaping people's lives and experiences; it allows a greater
understanding of the difficulties and complexities of daily life (Grajales, 2000).
According to Grajales (2000), action research can also reveal aspects of people's
experiences or group interactions that we were previously unaware of; this, in
particular, is a unique strength of action research, and since field research generally
occurs over an extended period, social facts that cannot be immediately observed by
the researcher, but are discovered over time, can be detected during a field research
project.
Other strengths
• Access to situations and people, having contact with small details in the user's
context.
• The results of a successful series of field visits will feed directly into personal
development, information, workload, and requirements for future projects.
• This constant exposure to user context changes the way teams interact, focusing
less on data validation and more on creativity and problem-solving.
• Suitable for explaining the meaning and context of the object of study.
• It can uncover social facts that may not be immediately apparent or that
research participants may not know.
• Obtain in-depth knowledge of the context of the participants; a series of tools
can be used to carry out field research that can serve as support.

2.2 Subtheme 2: Stages of action research

How to do action research step by step
According to Burns (2009), field research is one of several qualitative research

methods that researchers use to understand participants’ needs; if you are wondering
how to do field research, follow the steps below:
Select the members of your team who should participate in the investigation
It is essential to create a team of people who carry out, or who are involved in, the
research, whether it is staff from the same institution carrying out the study or
contracting a specialized people.
But those who will decide to implement the necessary changes according to the results
obtained must also participate, from the principal of any educational institution, the
teachers, or anyone who should be involved in the planning, structuring, and
application of the field study (Burns, 2009).
Make sure everyone agrees on the places to visit and the participants that will make
up the study; this team of people from the institution does not have to attend each
visit, but they must be involved and continuity with the project (Burns, 2009).
Keep in mind that various activities will have to be carried out, from taking
photographs, capturing video, audio, or specific observation of a process; the team can
work together to design the questions asked during the investigation and validate the
study topics (Burns, 2009).
Recruit the participants to be investigated
What are the characteristics of the target participants? First of all, you need to ask
yourself a series of questions, including what are the different groups in your target?
How do you distinguish one group from another? How can some changes in your

educational innovation affect each group? Groups can be divided in different ways,
such as; by geographical location, age, income, etc. (Burns, 2009).
Create your focus questions
Another critical aspect of knowing how to do action research is what questions to ask;
when you do a field visit, you should have focus questions ready to help you focus on
the project objectives; focus questions help you focus on the observations that matter
(Burns, 2009).
Choose a site
Where you go to observe may be determined by your research question, but since
field research often works inductively, you probably won't have a fully focused
question before you begin; in some cases, field researchers have other questions once
they start data collection, and other times, they start with a research question but
remain open to the possibility that their approach will change as they collect data
(Burns, 2009).
Choose a role
According to Burns (2009), choosing a location, some constraints, and opportunities,

beyond your control could determine the role you will assume once you begin your
investigation, you will also need to make some deliberate decisions about how you will
enter the field and "who" you will be once you are there.
One of the first decisions you will need to make is whether to be visible or covert. As
visible visual researchers, research participants will be aware that they are the
research subjects.

On the other hand, undercover investigators enter the field as participants, choosing
not to reveal that they are also investigators or that the group they joined is being
studied; as you can imagine, both approaches have advantages and disadvantages
(Burns, 2009).
Carry out the field visit
The goal is for action researchers to observe and interview users who can provide the
best data or information. To carry out the investigation, researchers must have the
necessary materials: iPads, tablets, or cell phones to apply a field survey, voice
recorders, digital cameras, etc.
Knowing how to do a field investigation requires first informing the participants about
the study's objectives and how we will use the data obtained; we also explain the
confidentiality of the information; you can ask the participants to sign a consent form
(Burns, 2009).
As we observe the user, we must use the different tools to carry out the study tasks.
You also have to be on the lookout for any inefficiencies in the process or
opportunities for improvement; depending on the nature of the project, you can
decide to implement your survey questions simultaneously as you do the observation
or wait until the observation stage is over to do your survey (Burns, 2009).
Collect graphic evidence
When you enter a new environment, there's often so much going on that you're not
sure what to record; the risk is that by checking your notes and transcripts, you may
realize that you don't remember some key element of the environment (Burns, 2009).
Highly effective field investigators tend to take three types of photographs:
• Photos that show the general context, such as photographs of the exterior and
interior of the space where the field research was carried out.

• Photos that show the participant with other people and objects in the
environment.
• Close-up photographs of the participant interacting with specific objects in
their environment or a product (Burns, 2009).
Take good notes
Even if your audio or video record the session, don't use this as an excuse not to take
notes; the audio recording saves you from writing lengthy verbatim quotes. Still, it
won't tell you anything about the participant's behavior and environment (Burns,
2009).
The challenge when taking notes is to make sure that doing so does not interrupt your
relationship with the participant, make proper eye contact, and signal that you're
paying attention to what they're saying (Burns, 2009).
Analysis and show and information
Remember that the data presented must be helpful and easy to understand;
document your process by highlighting any current inefficiencies, frustrations, or
problem areas; and also shows what the situation would look like after making the
changes seeing what it is and what it can be is an excellent way to present the
improvements that the innovation or study should have (Burns, 2009).

2.3 Subtheme 3: Data processing: Editing, coding, and

conceptual, theoretical sampling.
What is data processing in action research?
information from various sources to obtain a complete and accurate picture of an area
of interest (Tan, 2008).
Data collection enables answers to relevant questions, evaluates results, and better
anticipates future probabilities and trends; process the data collection is essential to
ensure study integrity and quality assurance; for example, you can collect data through
mobile apps, website visits, loyalty programs, and online surveys to learn more about
customers (Tan,2008).
According to Tan (2008), data editing is when researchers have to confirm that the
provided data is free from such errors. They need to perform basic and outlier checks
to edit the raw edit and prepare it for analysis.
What is data coding in an investigation?
According to Tan (2008), the coding of data in an investigation consists of the process
in which the categories in which the data to be addressed are defined. Generally, this
process is used to perform data analysis in qualitative research.
Coding is a process that consists of identifying a passage of text or other data

(photograph, images, etc.), searching for and remembering concepts, and finding
relationships between them; therefore, coding is not just labeling; it relates the data to
the research idea and other data (Tan, 2008).
The applied codes allow the data to be organized to examine and analyze them
structured, for example, by observing the relationships between codes (Tan, 2008).

Samples of quantitative data collection
From: https://www.questionpro.com/blog/quantitative-data-collection-methods/
Samples of qualitative data collection

From: https://www.questionpro.com/blog/qualitative-data-collection-methods/

2.4 Subtheme 4: Interpreting the data collection.
Indeed, this stage will allow drawing conclusions based on the problem, the variables,
the formulation of hypotheses, and the theoretical framework developed by the
researcher (Tan, 2008).
Interpreting consists of breaking down information; it requires carrying out an initial

plan, that is, an «analysis plan» which, in general, consists of describing what type of
treatment (quantitative and qualitative) will be given to the information and the
interpretation aims to make sense of it, that is, to eventually carry out a theoretical
decomposition and then write the final report of the investigation (Tan, 2008).

Unidad
What are some problems or disadvantages in action research?
High costs, it is worth mentioning that the value of investigating this is worth it
and can help you obtain more significant income in the future. Another
disadvantage of field research is that too objective viewpoints can be brought. It
consumes a lot of time. Action research through interviews requires, to some
extent, the development of a relationship between a researcher and his
participants.
What are some advantages of action research?

Access to situations and people, having contact with small details in the user's
context.
The results of a successful series of field visits will feed directly into personal
development, information, workload, and requirements for future projects.
This constant exposure to user context changes the way teams interact, focusing
less on data validation and more on creativity and problem-solving.
Suitable for explaining the meaning and context of the object of study.
It can uncover social facts that may not be immediately apparent or that research
participants may not know.
Obtain in-depth knowledge of the context of the participants; a series of tools can
be used to carry out field research that can serve as support.
What is data processing in action research?

information from various sources to obtain a complete and accurate picture of an
area of interest.

What are some samples of quantitative data collection in action research?

Document review, probability sampling, direct observation, interviews, surveys,
and questionnaire
What are some samples of qualitative data collection in action research?

Some samples of qualitative data collection in action research are observation,
interviews, surveys, and group discussions.

autónomo:
Videos de apoyo:
what is action research l types of action research l process of action research l

objectives l goals: https://youtu.be/LHUz05X9HqM
Collecting data for action research: https://youtu.be/JHSnAllFniY
Links de Apoyo:
https://www.questionpro.com/blog/field-research/
https://research-methodology.net/research-methods/action-research/

5. Bibliografía
» Burgess, R. G. (2002). In the field: An introduction to field research. Routledge.
» Burns, A. (2009). Action research. In Qualitative research in applied linguistics
» (pp. 112-134). Palgrave Macmillan, London.
» https://link.springer.com/chapter/10.1057/9780230239517_6?noAccess=true
» https://cmapspublic2.ihmc.us/rid=1RM1F0L42-VZ46F4-319H/871.pdf
» Tan, K. (2008). A Guide to Qualitative Field Research.

UNIDAD 2

ÍNDICE
1. Unidad 2: Action research process......................................................................3

Theme 2: How to improve research .............................................................................. 3
Objective: ...................................................................................................................... 3
Introduction: ................................................................................................................. 3

2.1 Subtheme 1: Selection and define the proper focus of research ....................... 4
2.2 Subtheme 2: The action research cycle .............................................................. 6
2.3 Subtheme 3: Evaluating and reflecting on the action research process ............ 9
2.4 Subtheme 4: Make changes and improvement ............................................... 11
5. Bibliografía ......................................................................................................15
2
1. Unidad 2: Action research process

Theme 2: How to improve research
Objective:
During this unit, students will be able to develop a research plan in the education field.
Introduction:
every one of the areas of human endeavor. It is considered a tool that allows humanity
to know the surrounding world, building knowledge to solve practical problems.
To carry out action research, it is necessary to consider specific considerations from selecting
participants. In this place, you will carry out your study, the tools or techniques that will be
implemented, and the workspace's security.
This document shows some tips to do action research effectively and improve the innovation
or study that the investigator is applying.


2.1 Subtheme 1: Selection and define the proper focus
of research
To select the appropriate direction of action research and improve it, follow these tips:
Set realistic expectations and goals
It's good to aim high; usually, investigators try to deal with 10 participants in a day.
However, there are times when they end up with a smaller number of participants,
usually between five and eight (Grajales, 2000).
Be prepared to be flexible with your recruiting criteria; in general, the more relaxed
your criteria, the easier it will be to reach your participants. Infield trials, investigators
don't have to look for graduates with bachelor's degrees who can expertly use an iPad
or look for new things online every day (Grajales, 2000).
One of the tips for doing action research is not to assume that everyone has time to
talk to the researcher; even if the person does, respect their time and do the best to
keep them focused and entertained while interviewing them (Grajales, 2000).
Know the objectives of the research
According to Grajales (2000), investigators must start the action research project with
a clear focus on the objective for the best results; prepare the visit by creating an
interview or observation guide to come back with results that help them answer the
research questions.
Researchers have to prick up their ears and keep their eyes wide open for ideas
beyond their initial focus; in this way, they will get answers to the questions that they
did not even know when they started (Grajales, 2000).

Establish a base of operations
Before carrying out any project, identify where you think you will find a particular
audience, find them beforehand and go to them to see what kind of people they are
that will be part of your action research; please pay attention to their behavior to
notice things like; how long a person spends at a particular location, the demographic
profiles of those going to the site, etc. (Grajales, 2000).
According to Grajales (2000), one of the great tips for doing action research is to make
sure it takes place in a place where the research team can work without being
disturbed; researchers can ensure greater participation by offering some type of
incentive such as some gift card, coupon, etc.
Recruit your action research participants
If investigators just walk up to a person and say, “Excuse me, I'd be interested in
participating in….” it is probably lost interest just by saying that people need things
that engage them once you get the jump start of the conversation, people are more
likely to encounter (Grajales, 2000).
Here are some ways you can engage your participants:
• Have a sign with you, or stand next to one with a direct message, such as a plain
message: “Are you a student? You would likely be interested in speaking with
us.”
• Make eye contact with the potential participants; people are more likely to talk
to you if you address them directly and make a personal connection.
• Another tip for doing action research is to start with a question that surprises
them. People's curiosity usually wins. They keep talking to you because they
are interested in knowing why you asked this or that question (Grajales, 2000).

Correctly evaluates the information obtained.
This is one of the great tips for doing action research because by doing it correctly,
researchers will discover how valuable and innovative the information collected is.
According to Grajales (2000), data analysis works best if stakeholders meet as soon as
possible after doing the research; by sharing observations, comparing notes, and
discussing and capturing their opinions, the research team consolidates the results. In
this way, the team can start getting creative by brainstorming solutions and planning
any changes that need to be made.
Share the knowledge
During the action research, investigators will get to know participants and learn about
them as people, their tasks and work environment, and what helps or hinders them in
doing their job; the more investigators share their discoveries, the better the result of
the project; don't let the valuable information collected fade in memory or gather dust
on the shelf Grajales (2000).
2.2 Subtheme 2: The action research cycle
According to List (2006), to carry out action research, investigators must begin with a
data collection phase that involves taking notes, asking questions, looking for
information, sharing certain activities with the group, etc.
Second, these observations must lead to an interpretation of the observed

phenomena; thus, the second phase of cooperative reflection is needed, in which
different observers contribute their views on the subject; the use of multiple observers
is an interesting element because it allows them to reflect on the diversity in the
observed experimental group and the experimental group and the observer group
(List, 2006).

Finally, the researchers prepare and disseminate their research report in the format
agreed upon within the project.
Thus, the first part of the work cycle consists of contact with the reality that will be
investigated; once in the place, investigators must collect all the data that will help to
complete the investigation: each of the researchers must carry out the responsibility
assigned to them, either individually or in pairs and groups that share responsibilities
(List, 2006).
There will be two types of activities that investigators can do:
Direct observation: sampling, observation sheets, audio recordings (and perhaps a video with
the teacher's help), transcripts, diaries.
Questions: surveys, interviews, or questionnaires.
With these activities, they should be able to collect data for their research.
Back at the study place, the investigators meet to carry out the analysis and interpretation and
prepare the public presentation, sharing their previously collected information (List, 2006).
In this type of analysis, the researcher tries to group the data according to categories. These
categories can originate from the data themselves, or they can belong to some theory and be
applied to the new data that the researcher has (List, 2006).
The objective, in any case, is to search for common elements, regularities, or patterns that,
once found, are applied to new data to be evaluated; for example, researchers can use

categories such as “people involved,” “places involved,” “activities carried out,” “fish,” etc.
(List, 2006).
Finally, a public presentation is made, which at the same time serves as a demonstration of the
completion of the task (for a possible evaluation), as a learning object for other researchers (of
the same field or other different levels), and as a motivation to future experiences. (List, 2006).
From: http://allaboutochange.blogspot.com/2010/07/action-research-model.html
Action research aims to identify problems and then produce an iterative action plan
with strategies to strive for best practice. There are four primary stages in the cyclical
action research process: reflect, plan, act, observe, and then remember to continue
through the cycle (Dickens & Watkins,1999).

2.3 Subtheme 3: Evaluating and reflecting on the

action research process
To evaluate and make reflections on action research, it is necessary to consider some

points that investigators should not do before or during the study, for example:
Have too many people present during the study

One benefit of action research is that it allows researchers to observe users in a
natural environment or context, so being overcrowded with people can make your
research unsuccessful. An ideal market research team consists of a researcher, a note-
taker, and an active participant, and the researcher may even be the note-taker
(Burns, 2009).
Do not be overconfident when conducting research in an open space.
Carrying out action research in an open space, such as a park or a shopping mall, can
make your fieldwork difficult; here are some reasons:
According to Burns (2009), people in the street or open space are usually on the move;
they are moving from one place to another and are in a great hurry; this is why the
chances that their answers are incorrect increases and, after all, they are not helpful to
the investigators, on the other hand when researchers do action research for example
in educational institutions they are more in control, and the answers are more correct.
Closed spaces are protected from harmful elements; for example, the weather, an
investigation in an open space can cause people to feel anxious or uncomfortable.
Indeed, many of us face strangers approaching us to ask us something. We are

mentally trained to avoid them, and that is why another piece of advice for doing
action research is that the person on the other side (the researcher) has a phrase that
hooks the participants and thus obtains the insights they need (Burns, 2009).

The following image shows a systematic sequence of reflection and critical evaluation
in action research:
From: https://www.researchgate.net/figure/Systemic-Sequence-of-Reflection-Critical-Evaluation-in-
Action-Research_fig2_280944582
Data Gathering, Documentation, and Reflection
Each of the researcher teams gathers, documents, and makes sense of data concerning
their respective research area for the duration of the action learning process (Coghlan
et al., 2004).
Data are gathered through:

• Instrumentation (documentation from assignments),
• Minutes and notes of company network meetings, minutes and notes of

researcher meetings, and researcher journaling (This refers to the personal
notes of researchers; who may wish to keep a record of their observations and

reflections, thoughts and feelings, and emotional learning through the process.)
(Coghlan et al., 2004).
The data gathered, documented, and reflected on in the researcher settings are fed to
the various teams who keep an overall watching brief of the progress of their area of
responsibility (Coghlan et al., 2004).
2.4 Subtheme 4: Make changes and improvement
The rapid social and technological changes require constructing new images of social practice
in general and companies in particular. It is thought that the action research carried out by the
entities of these educational institutions can become one of the tools for change and
improvement in organizational quality.
In the educational field, any teaching professional linked to the world of institutions is called
upon to play a vital role as a researcher of their practice to improve their training and
performance in the classroom, school, and community in the search for an organizational
change towards a sociocultural transformation.
How is action research conceived and improved in Education?

Research as a human activity is the most transcendental function of society. It is not possible
to proceed adrift; it is necessary to know the facts, causes, relationships, and consequences in
the entire phase of the process; this must be done in full awareness of all its elements and
factors if effectiveness is to be impossible to proceed adrift; it is necessary to know the facts,
causes, relationships, and consequences in the entire phase of the process; this must be done
in full awareness of all its elements and factors if effectiveness is to be effectively achieved.

Action research must arouse curiosity, reflection, questioning, doubt, and fundamental bases
of genuine research's novelty, thinking, question, doubt, and basic commands. The study will
be educational if it allows the participants to develop new forms of understanding. They are
trained to undertake their paths of autonomous and shared reflection on the meaning of the
practice and the possibilities of improving it.
In the educational context, it can be considered as a meeting between people; it is an ethical

activity that requires continuous reflection and questioning; for this, it cannot be reduced to a
technical exercise due to the depth of the process, teacher-student-community participation in
it, in which the teacher acts with everything that he is as a subject, that is, his behavior is
framed in his beliefs, attitudes, customs, and environment. In the same way, the student
receives information and processes it according to their experiences, customs, traditions, and
environment; for this reason, the learning process is an uncertain, unique, changing, complex
situation and presents a conflict of values both in the definition of goals and in media
selection.
Educators have to intervene in a complex community school environment, in a living and

changing psycho-social-spiritual scenario defined by the simultaneous interaction of multiple
factors (social, economic, cultural, and political, among others) and conditions.
Success and improvement in action research consist of managing complexity and solving
practical problems, which are problematic situations rather than problems. This supposes a
process of reflection in action or a reflexive conversation with the concrete challenging
position that will allow creating new realities, correcting, and inventing. It is about acting
intelligently and creatively, or o put into action the ideas that he considers pertinent after
reflecting on the conflicts.

Unidad
What are some ways that investigators can apply to engage the participants in
action research?
Investigators can have a sign with them, or stand next to one with a direct
Message. Make eye contact with the potential participants; people are more likely
to talk to you if you address them directly and make a personal connection.
Another tip for doing action research is to start with a question that surprises
them. People's curiosity usually wins. They keep talking to you because they are
interested in knowing why you asked this or that question.
What are the two more common methods that action researchers apply in their
studies?
Direct observation: sampling, observation sheets, audio recordings (and perhaps a
video with the teacher's help), transcripts, diaries.
Questions: surveys, interviews, or questionnaires.
With these activities, they should be able to collect data for their research.
Which is the typically cyclical process of action research?

The typical cyclical process of action research is: planning, acting, observing, and
reflecting.
What are some points that investigators should not do before or during the
study?
Have too many people present during the study
Do not be overconfident when conducting research in an open space.
How action research can improve the educational field?

Success and improvement in action research consist of managing complexity and
solving practical problems, which are problematic situations rather than problems.

autónomo:
Videos de apoyo:
Action research overview: https://youtu.be/g_zFEoDgGZA
How to conduct action research for teachers: https://youtu.be/TPqdn1QDlGc
Links de Apoyo:
https://www.edutopia.org/article/how-teachers-can-learn-through-action-research

5. Bibliografía
» Burns, A. (2009). Action research. In Qualitative research in applied linguistics
(pp. 112-134). Palgrave Macmillan, London.
» Coghlan, D., Coughlan, P., & Brennan, L. (2004). Organizing for research and
action: implementing action researcher networks. Systemic Practice and Action
Research, 17(1), 37-49.
» Dickens, L., & Watkins, K. (1999). Action research: rethinking Lewin.
Management Learning, 30(2), 127-140
» List, D. (2006). Action research cycles for multiple futures perspectives.
Futures, 38(6), 673-684
https://doi.org/10.1016/j.futures.2005.10.001
https://cmapspublic2.ihmc.us/rid=1RM1F0L42-VZ46F4-319H/871.pdf

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ACTION RESEARCH IN

EDUCATION AND APPLIED

• Subtopic 1: Action research: historical and philosophical background

2. Write your name (last + given)

Source: https://bit.ly/3x8a80j Source: https://bit.ly/3NdORrU Source: https://bit.ly/3z8t1Sp

Practitioner research Inquiry research Teacher research

4 as inter-group relations and prejudice through large curriculum development projects’’

In Education, it is to create an inquiry stance toward teaching

• It takes place where the phenomenon is to be studied.

• Action research is compelling because it allows you to see what

• A greater control over the nature and amount of data collected

• The data or samples are sought where the phenomenon under

Research is carried out

Where is the starting point?

• Subtopic 1: Action research: historical and philosophical background

What do you understand by…

(Ary et al., 2010)

McKernan (1988) states that action research as a method of inquiry

Subtopic 1: Educators as researchers and

Subtopic 2: Characteristics of action research

Q2: Based on this experience, what is the importance of research in education?

Provides rich sources of

Why should I do action research?

6 Research completed by teachers necessarily get acknowledged by their colleagues,

Reasons to do action research

Dr. Andrew Johnson (2018)

Available at: https://www.youtube.com/watch?v=KhO7PRivQNQ

Reasons to do action research

It is necessary to strengthen the

The research teacher and his relationship with knowledge

The research results

(Stringer, 2008; Ary et al., 2010)

(Ary et al., 2010)

Research Research Research

Adapted from http://salmapatel.co.uk/academia/the-research-paradigm-methodology-epistemology-and-ontology-explained-in-simple-language/

4. You will have 1 minute to prepare your arguments.

disagrees is going to refute that with his/her arguments.

• Burgess, R. G. (2002). In the field: An introduction to field research. Routledge.

• Grajales, T. (2000). Tipos de investigación. On line)(27/03/2.000). https://cmapspublic2.ihmc.us/rid=1RM1F0L42-VZ46F4-319H/871.pdf

Participatory action research, 143-158. https://methods.sagepub.com/book/participatory-action-research/n10.xml

Sydney, on-line https://bit.ly/3NeE9Bd

Thousand Oaks, Sage.

• Tan, K. (2008). A Guide to Qualitative Field Research.

They assume responsibilities, acquisition of

02 Action Differences between

Action research is used in a variety of

(S. Zakareya Ahmad, 2012)

• What are the main problems in the Ecuadorian Education System?

• What about in English Teaching?

(Ary, et al. 2010)

University professors and teachers’ educators should acknowledge action research as

• If action research and pedagogical action research

are stated to improve the teaching and learning

process and education systems, Are they salvation?

2. Share your ideas with your classmates. Source: https://bit.ly/3Npxx29

• Plans are nothing, planning is everything.

What does data analysis consist of?

Purpose: To make better decisions for your study.

What challenges can a researcher

Staff from the same Those who will decide to

What are the How can some changes in

3 Carry out the field visit

Use the different tools to carry out the study tasks.