Stephen Kemmis - Google Scholar CitationsThis article is, among other things, a defence of a methodological framework for educational research that has drifted in and out of fashion in language teaching over the past few decades. In order to explain why I feel Action Research needs such a defence, I have chosen to contextualise this view by describing a project on EAP assessment undertaken over three years using an Action Research methodology. In describing this project, I wish to share what I learned from the research, why the title of this article is a caveat that Action Research henceforth AR is indeed a risky practice and suggest some various groups to whom it might represent risk. I will firstly outline some of the core tenets of educational AR and how these can be at odds with its typical use in the EAP community. Then, by briefly describing my own project on EAP writing assessment and some of the findings from the three iterative cycles, I will share the challenges I faced, and how such challenges shed light on some wider issues in EAP.
Becoming Critical: Education Knowledge and Action Research
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Scientific Research An Academic Publisher. Carr, W. Becoming critical: Education, knowledge and action research. London: Falmer. Shawer , Saad A. The study employs mixed paradigms, descriptive and correlational research, qualitative evaluation, interviews, rating-scales and the parametric Pearson product-moment coefficient of correlation.
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