Teacher and learner autonomy through action research

Rhian Webb, Simon Mumford

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

The chapter explores and discusses autonomy in relation to how action research might support teacher and learner autonomy development. Autonomy in language teaching can be developed through research engagement of teachers and learners where they are critically involved in improving learning and teaching practices. Action research allows for teachers and learners to exercise agency over how they teach and learn, where they balance their power relations within and beyond institutions. In this chapter we discuss these processes by introducing theoretical and practical arguments in the existing literature and argue for how action research might be an empowering strategy to support and strengthen autonomous learning for both teachers and learners. We also draw practical implications that show how action research fosters autonomy and how their confidence is in return boosted by engaging in action research.
Original languageEnglish
Title of host publicationThe Routledge Handbook of Language Teacher Action Research
EditorsKenan Dikilitaş, Anne Burns
PublisherRoutledge
Publication statusAccepted/In press - 15 Oct 2023

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