Book Review: Developing language teacher autonomy through Action Research

Abstract

Action Research, as a form of teacher research, has gained more ground in English Language Teaching (ELT) contexts in the past several decades. Thanks to authors who have been working on propagating Reflective Practice (RP) and Action Research (AR) consistently for many years now (Burns, 2010; Freeman, 1998; Wallace, 1991) and a number of initiatives run by institutions, such as the British Council (Smith & Rebolledo, 2018), there are now a growing number of publications that are available for teachers, teacher educators and mentors on how to start and sustain classroom research for the benefit of teachers and learners. The dissemination of teacher research reports and accounts has also risen exponentially owing to, among others, the consistent efforts of IATEFL’s Research Special Interest Group (see especially the freely downloadable books published between 2015 and 2020 at http://resig.weebly.com/books.html ).