Implementing action research to improve L2 classroom communication patterns: a grounded theory analysis approach

Abstract

ABSTRACT The purpose of this paper is two-fold: it begins by exploring communication patterns in Iranian second language (L2) classrooms, then describes the implementation of action research in two different cycles to enable teachers to identify possible problems in their L2 classrooms and find ways to improve them. Through qualitative analysis of interviews, audio-records, observations, field notes and reflective journals, three main themes were identified, namely, communication patterns in L2 classroom, problems in these patterns, and action research and communication patterns. Two theoretical models for improving communication patterns in L2 classrooms were also established based on the key themes and patterns extracted from the data. The implications of the findings are likely to be of interest to teaching practitioners, teacher trainers, syllabus designers, materials developers, English as a Foreign Language (EFL) teachers, as well as action researchers. However, the findings of the present study should be interpreted within certain limitations, as set out in the article.