Exploring the Utility of Action Research to Investigate Second‐Language Classrooms as Complex Systems

Source: Educational Action Research, Volume 19, Issue 2, 2011, pages 121-136.

In this article, the authors argue that adopting a complexity‐theory perspective, which requires teachers to be dynamic and complex in their approach, helps in identifying action research as a suitable research tradition for investigating second‐language classrooms and in turn using it widely to invigorate the field of applied linguistics.

The authors' argumentation is supported by the fundamental links between action research and complexity theory as an emerging paradigm in education.