Barkhuizen, G., Burns, A., Dikilitaş, K. & Wyatt, M. (Eds.). (2018). Empowering teacher-researchers, empowering learners. Faversham: IATEFL.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York & London: Routledge.
Dikilitaş, K., Wyatt, M., Hanks, J. & D. Bullock (Eds.) (2016). Teachers engaging in research. Faversham: IATEFL.
Dikilitaş, K., Smith, R. & Trotman, W. (Eds.) (2015). Teacher-researchers in action. Faversham: IATEFL.
Elliott, J. (1991). Action research for educational change. Milton Keynes: Open University Press.
Rebolledo, P., Bullock, D., & R. Smith (2018). Champion teachers Peru: Stories of exploratory action research. London: British Council.
Smith, R. & Bullock, D. (Eds.). (2015). Teachers Research! Faversham: IATEFL.
Smith, R. & Rebolledo, P. (2018). A handbook for exploratory action research. British Council.
Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.
Articles and book chapters:
Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38(2), 57-74.
Burns, A. (2009). Action research in second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 289-297). New York: Cambridge University Press.
Burns, A. (2011). Action research in the field of second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol 2, pp. 237-253). New York & London: Routledge.
Burns, A. (2013). Innovation through action research and teacher-initiated change. In K. Hyland & L. L. C. Wong (Eds.), Innovation and change in English language education (pp. 90-105). Abingdon (UK): Routledge.
Burns, A. & Edwards, E. (2014). Introducing innovation through action research in a national programme: Insights and teacher experiences. In D. Hayes (Ed.), Innovations in the Continuing Professional Development (CPD) of English Language Teachers. UK: British Council.
Burns, A. (2017). "This life-changing experience": Teachers be(com)ing action researchers. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 133-138). New York: Routledge.
Dikilitaş, K. & Yayli, D. (2018). Teachers' professional identity development through action research. ELT Journal, 72(4), 415-424.
Edwards. E. (2018). Embracing action research: Current tensions and possible directions. English Australia Journal, 34(1), 3-21.
Edwards, E. & Burns, A. (2016a). Action research to support teachers' classroom materials development. Innovation in Language Learning and Teaching, 10(2), 106-120.
Edwards, E. & Burns, A. (2016b). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6-15.
Edwards, E. & Ellis, N. J. (2019). Action research remodelled in a competitive, profit-oriented sector: Teachers’ and managers’ perspectives. Educational Action Research, Advance Access.
Wyatt, M. (2011). Teachers researching their own practice. ELT Journal, 65(4), 417-425.
Yuan, R. & Burns, A. (2017). Teacher identity development through action research: A Chinese experience. Teachers and Teaching, 23(6), 729-749.