14.

WRITING AN
ACTION RESEARCH
REPORT:
TSL3133 ACTION RESEARCH1-TESL
(METHODOLOGY)

LEARNING OUTCOMES
By the end of the lesson students should be
able to :

1.Discuss what is action research and its

process. (1.2) (5.1) (5.4) (8.2)

2. Acquire the skills of writing an action

research proposal, report and journal article.
(1.3) (1.6) (6.3) (7.2)

WRITING AN ACTION RESEARCH

REPORT

The

context/background of the study

Literature review
Focus/aspect of the practice to improve
The action plan
Implementation of action plan
Data collection methods
Data analysis and interpretation
Reflection and implications
Plan for further action
Citation of references: American
Psychological Association (APA)

THE CONTEXT/ BACKGROUND OF THE STUDY

Provide

enough details for reader to get a

picture of the setting and rationale for
doing the research
Can start by recounting T& L situation / a
little historical account
- Where do you teach?
- What do you teach?
- Whom do you teach?
- How do you teach
- Why do you teach in a certain way?
- include other useful relevant information

REFLECT ON PAST TEACHING EXPERIENCES

-

What is happening in the

classroom?
- Am I giving my learners what they
need?
- What do they really think about
the lesson?
- What do they expect from me as a
teacher?
- What are their preferred way of
learning?

IDENTIFYING PROBLEM
-

identify the gap, limitations or

shortcomings that define the
problem
- provide evidence to illustrate the
nature and extend of the problem
- suggest tentative reason for the
existence of the problem
- relate what you have done to
address the problem

IDENTIFYING PROBLEM
-

consider how situation could

worsen with inaction or non-action
Think about how problem needed to
be address to prevent problem
situation from deteriorating
Imagine situation when problem is
solved
Rationalise your interest in problem
area

IDENTIFYING PROBLEM
-

consider how situation could

worsen with inaction or non-action
Think about how problem needed to
be address to prevent problem
situation from deteriorating
Imagine situation when problem is
solved
Rationalise your interest in problem
area

ESTABLISHING THE RESEARCH FOCUS

a.

Make the topic small

b. Limit the scope and scale of
research
c. Think narrow rather than broad
d. Keep focus clear and limited
e. Dont be over-ambitious
(manageable and practical)
f. Be realistic on what can be done
in the time available

EXAMPLE OF RESEARCH FOCUS

a.

To improve students ability in expressing

themselves using the personal response approach
b. To increase students speaking ability using
choral speaking
c. To improve rapport within the classroom
through smile rewards
d. Improving Classroom Management Practice By
Using A Token Economy System In A Low
Proficiency ESL Classroom
e. Using mobile technology to enhance listening
and speaking skills
f. Message me please: using message cards to
encourage writing

LITERATURE REVIEW
A

critical and analytical evaluation and

discussion of research and academic
works relevant to your field of study.
Puts your research in context of
existing information about the topic
and provides foundation upon which
you build your research.
Summarizes important information of
the source and relates its significance
to your own research

LITERATURE REVIEW
Also

explains how your research may

inform others and contribute towards
research genre.
Good Lit Review provides solid
background for research investigation
Provides comprehensive coverage of
the research topic
Not merely describe but evaluates
information within the sources and
argues its relevance to your research

LITERATURE REVIEW
Ridley

(2008) summarized the purpose:

a. prove historical background
b. give overview of current contextcontemporary debates, issues &
questions
c. discuss relevant theories & concepts
underpinning your research
d. introduce and clarify relevant
terminology and definitions in the
context of your research

LITERATURE REVIEW
Ridley

(2008) summarized the

purpose:
e. Describe related research and
show how your work extends or
challenges this or address a gap
f. provide supporting evidence for a
practical problem or issue which
your research is addressing

EXPLAINING ACTION RESEARCH FRAMEWORK

Decide

on a model to build your

AR
Inform what was done , how it
was done and why it was done
in a particular way
Determined by purpose and
research questions (selfimprovement and developing
student learning)

DESCRIBING THE TARGET GROUP

-

The group and size

- participants profile: age and
gender
- other relevant information
- relevant participant
characteristics that impact your
teaching (their abilities,
interests, attitudes, motivation,
learning habits, behaviour, etc)

THE ACTION PLAN

Should

be stated explicitly in detail so

that reader get the idea
a. give information about date, time
and duration
b. provide step by step account of the
activities (steps, anticipated T action,
anticipated Ss action, rationale)
c. provide measurable
criteria/indicator to assess
effectiveness

DATA COLLECTION
What

are your research objectives?

What actions will you take to
achieve your objectives?
How will you measure the effect of
your action?
How and when should evidence /
data be collected?

Types of data
Questionnaire

data
Reflective journal
Observation notes and checklists
Students work
Interview transcripts
Photographs
Audio recording
Video recording
Field notes
Document analysis

DATA INTERPRETATION IN ACTION

RESEARCH
Themes,

metaphors, similes,
typologies and vignettes
may emerge
Claims that you make base
on your interpretations
must be by data
(vignette: a short piece of writing which clearly
express the typical characteristics of sth)

DATA INTERPRETATION IN ACTION

RESEARCH
Using

visuals: concept mapping

To plot elements
diagrammatically : different
components of the situation
relate to the problem under
investigation
Problem analysis: visuals of
antecedents (what led up to it)
and consequences that derive
from the problem

DATA INTERPRETATION IN ACTION

RESEARCH
Lack of
content
connection
to the real
world

Lack of
previous
success in
school

Poor
studentteacher
relationship
s

Students
disengaged
from
academic
work

Lack of
student
intrinsic
interest in the
subject

Use of
ineffective
pedagogical
strategies

ANTECEDENTS AND CONSEQUENCES

Student Disengagement from Social Studies Work
Antecedent
Exampl

s
e
Lack of
student
interest

Irrelevant
curriculum

Previous
poor
achievemen
t

Poor
studentteacher
relationship

Student
disengagement
Poor learning

Reduced
future
opportunities

Reduced civic
engagement

Consequences

REFLECTING
INTERPRETATION

PHASE:
-Process Of Ongoing Reflection
-Most Challenging Aspect
-Researcher Continuously Reviews
Data As Action Research Process
Unfolds
(Interpretations Reached &
Conclusions Arrived At Are Not For
All Time, Are Not Generalizable
And Are Certainly Not Conclusive

REFLECTING
CONSIDER

A NUMBER OF
QUESTIONS:
Would I do anything different next
time?
What did I learn about my
practice?
Did I answer my questions?
Do I need to look at additional or
other things I should collect in the
future?

DISCUSSION OF ACTION RESEARCH FINDINGS

Describing

the implementation of
Action Research
Describe the steps involved in
carrying out action in an orderly and
logical sequence
Summaries of qualitative data,
descriptive data or statistical
analyses should be supported by
relevant tables or figures to present
your key action and results

DISCUSSION OF ACTION RESEARCH FINDINGS

Describing

the implementation of
Action Research
Make the narration of action
implementation richer and realistic
by combining information with
illustrative materials like
photographs, tables, figures and
student work and/ or excerpts from
your observation notes, student
reflection notes or notes from your
own reflection journal

DISCUSSION OF ACTION RESEARCH FINDINGS

Describing

the implementation
of Action Research
Write the implementation of
action in the past tense, in
concise and objective
language
Use active voice as much as
possible (re-create actions)

DISCUSSION OF ACTION RESEARCH FINDINGS

Describing

the implementation of
Action Research
Implementation action may
deviate from actual planning:
should report what actually
happened and explain why you
deviated from your plan
Important negative results should
also be reported (it does not mean
your research failed)

GUIDING QUESTIONS
4

Wh questions are usually addressed:

Who are involved? (information of your
self and participants)
What were the circumstances? (provide
an idea of your concerns or issues that
precipitated the action)
When did the event occur? (describe the
period and timeline and the
implementation itself)
Where did the event occur? (setting to
provide context of study: classroom,
multimedia room)

WRITING THE RESEARCH RESULTS

Present

key results
objectively, without
interpretation, in an orderly
and logical sequence
Present results based on
research questions you
investigated

REPORTING THE RESULTS

Communicating

your
interpretation of the
research to other readers
Processed and analyzed the
data and organized results
under logical sub-headings

REPORTING THE RESULTS

1.

begin with textual

statement, reporting each
key result in one sub-section
2. support your textual
explanation with evidences:
summaries of statistical
analyses in text form

REPORTING THE RESULTS

3.

Reinforce textual explanation by

referring to tables and figures,
observation notes, field notes, reflection
notes or visual images- include quotes &
examples from interviews, student work
and reflection notes
4. Further elaboration on result
triangulated by evidence (increase
reliability)
5. Sum up report results for this section

REPORTING THE RESULTS

{The freedom to choose any
topic encouraged the
students to write in the
dialogue journal.} [1]
{Findings from questionnaire
data analysis indicated that
the majority of the students
agreed on that. }[2] {Table 4.7
indicated that 82.5% of the
respondents agreed that
dialogue journal allowed
them the autonomy to

[1]
Result
[2]
Summar
y of
evidence
[3]
Reinforc
e with
referenc
e to data
in Table

REPORTING THE RESULTS

Valid
Disagree

Undecided

Agree

Total

Frequency

33

40

Percent

10.0

7.5

82.5

100.0

Valid Percent

10.0

7.5

82.5

100.0

Cummu-lative Percent

10.0

17.5

100.0

[4]
Presentatio
n of
evidence in
frequency
count and
Percentages
in a Table

Table 4.7: Dialogue journal allows me autonomy

to choose topic [4]
[5] Further
elaboration
{The students entries in the dialogue
of result (1)
journal showed that they enjoyed

writing about their favourite television

show (Figures 4.20, 4.21, 4.22, 4.23 and
4.24) and the most interesting places
they had visited}[5] (Figures 4.25, 4.26
and 4.27). Both topics were pertinent

REPORTING THE RESULTS

It was a alsienandoapapapajan laja;gjagag
[6]

Figure 4.20: Student No. 1 Entry 3

It was a alsienandoapapapajan laja;gjagag
[7]

Figure 4.22: Student No. 17 Entry 8

It was a alsienandoapapapajan laja;gjagag
[8]

Figure 4.26: Student No. 11 Entry 4

[6]
Presentatio
n of
evidence
from
student
work
[7]
Presentatio
n of
evidences
from
student
work
[8]
Presentatio
n of

REPORTING THE RESULTS

{It is possible that focusing on a topic that they
prefer also made them more confident in their
writing}[9] (mean =4.38, Table 4.8). Student
No. 20 in the interview stated that {I like to
choose own topic to writeah..easier to write
what I knowmore confident}[10] (page 2,
line 7 & 8). Another respondent student No. 25
responded on how he was encouraged by the
dialogue journal to share his ideas and
opinions; {When teacher give me topic, I dont
know what to write. But happy now when I can
write my ideasI have a lot ideascan tell
teacher may stories}[11] (page 2, line 5 & 6). I
reflected upon this:
{I found that it was more interesting when the
students came up with their own topics to
write. I never expected them to write well. I had
a thought that it would be difficult since they
did not have the topic to guide them. But I was

[9] Further
elaboration
of result (3)
[10] & [11]
Supporting
evidence
from
interview
data
[12]
i.
Supporting
evidence
from
teachers
reflection
ii. Reportng

REPORTING THE RESULTS

{This section showed that the
freedom to choose any topic
encouraged the students to write
in the dialogue journal. They
enjoyed writing about their
favourite television show and the
most interesting places they had
visited. The sense of ownership
resulting from the freedom of
choice may have created positive
learning environment and made
writing easier for the students.
Furhermore, focusing on a topic
that they prefer also made them

[13]
Summary of
result

DISCUSSING THE FINDINGS

Outline

and explain results and to

relate them to theories and
others results
To interpret your results and
discuss in depth how the results
modify and fit in with what is
already known about the problem
If result contradict prior research,
may have something interesting :
provoke new questions about why
your study showed different
results

DISCUSSING THE FINDINGS

Address

each research questions

in sequence
Provide interpretation of what
they mean in larger context of the
problem
May work back and forth between
this section and literature review
section, linking where possible, or
augmenting where you find
omissions in literature

DISCUSSING THE FINDINGS

a.

show how results provide answers to

research question
b. Examine whether findings agree with
literature reviewed
- relate with findings of other studies
- identify significant information from past
research that helps you interpret your own
data
- reinterpret others finding in light of yours
- discuss similarities & differences between
your findings and those from literature

DISCUSSING THE FINDINGS

c.

if findings do not agree

with others, suggest an
alternative explanation or
perhaps an unforeseen
design flaw
d. be sure to cite works that
you refer to in your
discussion.

REFLECTION AND IMPLICATIONS

Structured

format (University of Central

Florida): as guide
1. Reaction (Affection domain): Reexamine
evidence, how do you feel about it now? Cite
one example to illustrate your response.
2. Relevance (cognitive domain) how is the
evidence related to T & L? How is the
evidence meaningful or how does it
contribute to your understanding of T& L?
what are some alternative viewpoints or
perspectives that you now have and /or
what are some changes/ improvement you
might made based on the experiences you
have had?

REFLECTION AND IMPLICATIONS

Structured

format (University of Central

Florida): as guide
1. Reaction (Affection domain): Reexamine
evidence, how do you feel about it now? Cite
one example to illustrate your response.
2. Relevance (cognitive domain) how is the
evidence related to T & L? How is the
evidence meaningful or how does it
contribute to your understanding of T& L?
what are some alternative viewpoints or
perspectives that you now have and /or
what are some changes/ improvement you
might made based on the experiences you
have had?

Use

SUMMARIZING THE
FINDINGS

the following 5 questions to

guide your writing:
4. How may the findings
produce new understanding that
could form emergent
conclusions that might
contribute to existing literature?
5. Where do your findings fit

into the big picture?

SUMMARIZING THE
FINDINGS
[1]
This study indicated that the {dialogue
journal helped in developing students
language fluency in writing.} [1] It
appeared that {the freedom in writing
had allowed the students to write
smoothly in the dialogue journal.} [2] In
addition, the {dialogue journal assissted
in building the students confidence in
reading. } [3] These {findings reflected
Chitravelu et al.s (1995) claim} [4], which
stated that the freedom enabled the
student to write down his thoughts with
ease and confidence, without undue
anxiety over correctness of spelling, and
grammar. {It was this that led to fluency
building in writing.}[5] {By creating a
dialogue setting, the teacher supports the

Conclusion 1
[2]
Conclusion 2
[3]
Conclusion 3
[4] Relate to
literature
[5] Emergent
conclusions
[6] The big
picture

IMPORTANT CONCLUSIONS AND

IMPLICATIONS
Whitehead

(2000) said
that each researcher is
capable of making his
own original contribution
to the knowledge base of
education.

IMPORTANT CONCLUSIONS AND

IMPLICATIONS
Not

necessary that the research

must provide far reaching
effects that must extend to
worlds outside your classroom
Implications could be a
statement of how the study was
significant to you and your
participants; even in small ways

WRITING THE
CONCLUSIONS
From this action
research, several
conclusions can be drawn about the
effectiveness of dialogue journal writing.
{It was discovered that the dialogue
journal generated students interest in
learning.} [1] {The dialogue journal made
students learn when they learned to
choose correct words in writing. Dialogue
journal writing also allowed them to reuse previously introduced vocabularies.}
[2] Moreover, {the findings showed that the
dialogue journal motivated the students
to write longer and do less error in their
writing.} [3] {Studies had shown that the
more reluctant and least proficient
writers were motivated to write in

[1]

Conclusio
n
[2]
supportin
g point
(1)
[3]
Supportin
g point
(2)
[4]
Implications

RECOMMENDATIONS FOR FOLLOWUP ACTION

The

cyclical character of action

research makes it a continuous
process of self-improvement and
professional development
Whitehead (2000) saw action
research as a way to produce
portfolios of our professional lives
which show our own living
standards of professional practice
in relation to the voices and
learning of those we teach.

RECOMMENDATIONS FOR FOLLOWUP ACTION

In

this section:
Discuss further ways to follow up on
your action
It could be on a different context,
on a different subject or variation of
action on the same group of
students
Allow you to further improve on
your teaching, so that your
students learning could be further
enhanced

WRITING THE RECOMMENDATIONS

It is recommended that {this research
should be carried out over a longer period
of time.} [1] Since writing involves many
processes and procedures, good and
perfect writing cannot be achieved in a
short time. Hence, a teacher-researcher
may conduct this research as a one year
effort in order to thoroughly analyze
students development especially in
writing skills. It is also {suggested that a
teacher tries a variety of strategies in
applying the dialogue journal writing in
order to make it more fun, enjoyable and
directly maximize the language learning
process.} [2] Instead of the teacher as the
sole audience of students writing, a
teacher may encourage students to write

[1]

Recomme
n-dation
for
improved
action

[2]
supportin
g point
(1)

Consider some or all the following questions in

writing about your intentions for follow up action:
1.

How can I develop and further

improve on my present action?

2.

Where do I go next from here?

3.

What other different ways can I

apply this action?

4.

Can I implement the present

action on other groups of students?

Consider some or all the following questions in

writing about your intentions for follow up action:
5.

What further research can I do

to improve my students learning?
6. How can I invite other teachers
to collaborate in this action
research?
7. How can further research verify
and expand on my present
findings?

TUTORIAL
In

groups, analyse the data from the

survey using frequency table, mean
and percentages
In groups
(a) interprete survey and interview
data
(b) prepare literature review on
Factors that caused students of a
class to be sleepy during teaching
and learning. Then relate interview
and survey data with literature
review

ISL
Surf

the internet and search the

library for methods of
qualitative and quantitative data
analysis
In groups, prepare a 20 item
survey questionnaire. Then
distribute to 10 of your friends.
Student summarizes lecture
notes and reference materials
into concept maps/graphic

REFERENCE

1. Goh, L. H. (2012), A practical guide to

writing your action research. Selangor:
Penerbitan Multimedia.

2. Ary, D., Jacobs, L. C. and Sorensen, C.

(2010). Introduction to research in
education. CA: Wardsworth Cengage
Learning.