Abstract
This paper analyzes 46 theses and 13 journal articles that have used action research methodology in the study of elementary and secondary English education in Korea for the last 18 years (2001-2019). Three criteria have been applied to the analysis of the selected action research studies: the teacher as a practitioner of action research, the spiraling cycles of the research process, and the teacher learning community to share research results. The findings are as follows. While teachers as the main researcher participated in the research in most of the studies, their action research basically did not start from figuring out the problems inherent in their teaching practices but from applying the existing instructional theories to their teaching practices. As a result, 83.05% of the studies left out the process of analyzing the problems inherent in the teaching practices. Also, only 23.73% of researchers shared the research results without forming the teacher learning community. This study shows that many studies have been conducted under the name of action research, but there are not many in its true sense. It is necessary to comply with the aforementioned criteria to be proper action research.
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