n Journal for Language Teaching = Ijenali Yekufundzisa Lulwimi = Tydskrif vir Taalonderrig - Action research as reflective teacher practice in the context of L2 reading classrooms

Volume 35, Issue 2_3
  • ISSN : 0259-9570



Reflective language teachers systematically use their own classrooms as windows to a better understanding of the learning and teaching that occurs there. Insights gained from this self-initiated inquiry, often referred to as action research, can be translated into more effective teaching practices. Action research with an emphasis on reading can play an important role in heightening a teacher.s understanding of reading, in general, and the effectiveness of reading instruction, more specifically. To explore the role of action research within second language (L2) reading classrooms, we introduce key concepts related to L2 reading that can inform principled action research; an understanding of the complexities of reading processes reveals a wide range of issues common to reading classrooms that can be investigated through action research. Then we describe an easy to use 12-step action research process, which is followed by the description of three sample action research projects, two focusing on vocabulary and one on strategic reading. These sample projects illustrate ways in which the 12- step process can be translated into practice, suggest options that teachers have available to them that extend well beyond traditional language skills areas, and reveal the benefits of action research for language teachers in a range of instructional settings.

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