Access the full text.
Sign up today, get DeepDyve free for 14 days.
N. Purdie, R. Oliver (1999)
Language learning strategies used by bilingual school-aged childrenSystem, 27
D. Coyle (2007)
Strategic classrooms: Learning communities which nurture the development of learner strategiesThe Language Learning Journal, 35
Päivi Löfman, M. Pelkonen, A. Pietilä (2004)
Ethical issues in participatory action research.Scandinavian journal of caring sciences, 18 3
V. Kanuha (2000)
"Being" native versus "going native": conducting social work research as an insider.Social work, 45 5
C. Perry, Ortun Zuber-Skerritt (1992)
Action research in graduate management research programsHigher Education, 23
D. Palfreyman (2003)
Expanding the Discourse on Learner Development: A reply to Anita WendenApplied Linguistics, 24
Richard Donato, D. McCormick (1994)
A Sociocultural Perspective on Language Learning Strategies: The Role of MediationThe Modern Language Journal, 78
Kathryn Herr, G. Anderson (2005)
The Action Research Dissertation: A Guide for Students and Faculty
S. Merriam, J. Johnson-Bailey, Ming-Yeh Lee, Youngwha Kee, Gabo Ntseane, Mazanah Muhamad (2001)
Power and positionality: negotiating insider/outsider status within and across culturesInternational Journal of Lifelong Education, 20
Stacey McKenna, D. Main (2013)
The role and influence of key informants in community-engaged research: A critical perspectiveAction Research, 11
C. Turnock, V. Gibson (2001)
Validity in action research: a discussion on theoretical and practice issues encountered whilst using observation to collect data.Journal of advanced nursing, 36 3
P. Reason, H. Bradbury (2001)
Handbook of action research : participative inquiry and practice
Laura Smith, Lucinda Bratini, D. Chambers, Russell Jensen, Lelaina Romero (2010)
Between idealism and reality: Meeting the challenges of participatory action researchAction Research, 8
J. Lantolf, S. Thorne (2006)
Sociocultural Theory and the Genesis of Second Language Development
A. Mulhall (2003)
In the field: notes on observation in qualitative research.Journal of advanced nursing, 41 3
S. Bremner (1999)
Language Learning Strategies and Language Proficiency: Investigating the Relationship in Hong KongCanadian Modern Language Review-revue Canadienne Des Langues Vivantes, 55
O. Zuber-Skerritt, M. Fletcher (2007)
The quality of an action research thesis in the social sciencesQuality Assurance in Education, 15
G. Russell, Nancy Kelly (2002)
Research as Interacting Dialogic Processes: Implications for Reflexivity, 3
J. Stephenson, L. Greer (1981)
Ethnographers in Their Own Cultures: Two Appalachian CasesHuman Organization, 40
Anber Nacera (2010)
Languages learning strategies and the vocabulary sizeProcedia - Social and Behavioral Sciences, 2
A. Burns (1999)
Collaborative Action Research for English Language Teachers
D. Palfreyman (2006)
Social context and resources for language learningSystem, 34
P. Grainger (1997)
Language-Learning Strategies for Learners of Japanese: Investigating Ethnicity.Foreign Language Annals, 30
J. Johnson-Bailey (1999)
The ties that bind and the shackles that separate: Race, gender, class, and color in a research processInternational Journal of Qualitative Studies in Education, 12
Purpose – The paper is based on a doctoral action research project in which three ESL teachers and the author in one secondary school in the Seychelles focused on strategy instruction in the process approach to writing instruction with the aim of helping students become effective writers. The project enabled the author to establish relationships with the participating teachers as educator, facilitator and collaborator. To ensure the trustworthiness of the research, the author needed to clarify and explore the complex relationships to the setting and participants being studied. The paper aims to discuss these issues. Design/methodology/approach – In this paper, the author reflexively discusses the development nature of my research: language learning strategies (LLS) and draw upon my experience of working with three ESL Seychellois teachers in the reflection and planning stage of the Core Action Research project to critically reflect on the negotiation of my position in practice. Findings – Reflecting on the author’s positionality in relation to how the teacher participants constructed the identity has helped the author to be more reflexive and engage with the research process in a more meaningful way. Originality/value – The author’s experience suggests that one’s positionality is never fixed and stable, but rather may be characterized as changing and fluctuating according to the context, content, feelings and ideas expressed.
Qualitative Research Journal – Emerald Publishing
Published: Feb 2, 2015
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.