Action researching power in an ESL and academic writing classroom

Abstract

Purpose

The teaching of English and academic writing in universities has largely been explored in western higher education settings by native English speakers from the UK, USA or Anglo-countries. The purpose of this paper is to use action research as a methodology to unravel local complexities in power relations within and beyond her ESL academic writing classroom, in a British Malaysian university setting.

Design/methodology/approach

Power relations are examined in conjunction with the lens of Academic Literacies as a theory to think about teaching academic writing. The author’s action research cycles allow her to gain an insider perspective on her students’ academic writing and learning problems.

Findings

Through the use of stories collected from diaries, interviews and letters, the author is able to make sense of their learning experiences in a way that connects the individual with the social.

Research limitations/implications

Although time-consuming, the action research cycles helped the author to gauge what does or does not work in the classroom and how she can best improve her practice and the students learning, once she reflected on the findings. However, given the oppressive nature of hierarchical institutions that can deter the raising of issues, the limits of action research in making more widespread changes to teaching and English language usage in a former colony’s institution are explored.

Originality/value

It appears that the internal power relations between teacher and student can alter somewhat, although not massively, within the confines of one classroom, but there is less potential for effecting broader institutional change from the positioning of one junior lecturer.

Citation

Abraham, A. (2015), "Action researching power in an ESL and academic writing classroom", Qualitative Research Journal, Vol. 15 No. 2, pp. 155-165. https://doi.org/10.1108/QRJ-12-2014-0068