Each chapter includes activities to help readers apply the methods described in the chapter, often by analyzing research data. McKay emphasizes throughout that what a teacher chooses to examine will dictate which method is most effective. Becoming familiar with classroom-based research methods not only enables teachers to do research in their own classrooms, it also provides a basis for assessing the findings of existing research. This text introduces teachers to research methods they can use to examine their own classrooms in order to become more effective teachers. This discussion is followed by short review of recent AR studies and the chapter ends with discussion of the practical implementation of AR. In this chapter, I first highlight some of the developments contributing to the growth and prominence of action research and then provide a brief commentary on some key issues related to the implementation of AR. Good action research emerges over time in an evolutionary and developmental process, as individuals develop skills of enquiry and as communities of enquiry develop within communities of practice. Since action research starts with everyday experience and is concerned with the development of living knowledge, in many ways the process of inquiry is as important as specific outcomes. 2) stress that “action research is about working towards practical outcomes and also about creating new forms of understanding, since action research without understanding is blind, just as theory without action is meaningless.” They go on to emphasise other essential elements of AR: It is a constructivist approach to research that involves processes of collaboration, dialogue and action among the participants in the surrounding social system - typically the language classroom in the field of English language teaching (ELT). These two components work in combination, each mutually informing and supporting the other. Action research (AR) is a research approach that is grounded in practical action (the action component) while at the same time focused on generating, informing and building theory (the research component).
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