Books:
  • 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.​