A handbook for Exploratory Action Research

Task 8.4 
Esteban did a diagnostic test during his exploration phase, 
and then a similar test after beginning to use the new 
teaching method. At both stages he also reported his 
observations of learner behaviour. But, because he chose to 
modify his research questions, for the action phase he also 
chose to draw on information from a more formal progress 
test. And, as he continued to make further modifications to 
his teaching method, he continued to collect more informal 
evidence for the impact of the change, including about 
levels of learner participation and interaction in the lesson.
Task 8.5 
If you look at Javier’s questionnaire data, you will notice that 
after the change, there is a trend towards agreement with 
statements beginning with “I think I can learn English ...”,
“I feel motivated ...”, etc.. Also, there is a trend away from 
agreement with statements beginning with “I think it will 
take me a long time ...”, ‘I think it’s impossible ...’, ‘I feel 
ashamed ...’, etc. This data can be interpreted as showing 
students became more confident and the classroom 
atmosphere improved. Javier could then conclude that his 
main aim had been achieved. 
Task 8.8
Here is one possible summary paragraph. Yours may be a 
little different. This doesn’t mean, of course, that it’s wrong!
Above all, the process of exploratory action research helps 
us to focus on the learners, their needs and their 
perceptions (Camila, Teresa, Lorena). By doing this, we 
develop our rapport with learners, and with colleagues 
(Javier). Exploratory action research shows us that to 
develop as teachers we don’t necessarily have to visit 
workshops or undergo training, we can learn in our schools 
and in our own classrooms through the insights and support 
that both learners and colleagues can provide us with 
(Andrea, Daniela, Javier). This includes developing our own 
creativity (Mauro), and learning more about who we are as 
people (Leyla) and community members (Javier).

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