The outcomes of action research studies in terms of improving ELT classroom
practice have been confirmed by previous studies. For example, Lo (2009) conducted
action research in Taiwan where the Triarchic Intelligence Theory (analytical,
creative, and practical intelligence) was applied in teaching English reading and
writing at university level. The author contends that action research improved teaching
quality through being self-critical towards the classroom procedures. Diab
(2008), who carried out an action research at a university in Lebanon to elucidate
the effects of peer and self-edition on learner autonomy in second-language writing,
also claims that action research is useful for finding solutions to specific classroom
problems. Banegas’ (2011) study, which was designed to create a collaborative environment
through giving EFL teachers a voice in evaluating the 2003 curriculum in
Argentina, also showed that collaborative action research enables teachers to reflect
on practice, and hence build an awareness of issues to consider in improving the
effectiveness of classroom teaching. This is supported by Kebir (1994), who conducted
an action research study in South Australia to understand the role of teaching
communication strategies in developing learners’ strategic competence. She asserted
that implementing action research is useful for incorporating the findings into everyday
teaching practice. These studies confirm that action research can serve the purpose
of understanding classroom problems.