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【Abstract】Language teachers actively seek ways to improve their understanding about how to teach their students and they hope the insights gained accordingly could guide them to take a set of actions that will help increase the effectiveness of their teaching and students’ learning. In this essay， firstly principles are reviewed， and then its strengths and limitations are highlighted before processes of action research are concisely touched.
【Key words】action research；language
Definition of action research
What makes action research different is that is includes action. Action research is also known as research and action or research and development. Carr and Kemmis （1986） define that action research is simply a form of self-reflective enquiry undertaken by teachers in order to improve the rationality of their own practices， and their understanding of these practices and the situations where the practices are carried out. Burns （1999） agrees by explaining more simply that action research in the language classroom is a useful tool， which help teachers look critically at their own classrooms for the purposes of improving their own teaching and enhancing the quality of learning that takes place.
Action research is often used to describe the type of structured teacher reflection， or teacher-initiated research （Edge， 2001）. Therefore， action research is usually not to be done by outside researchers but the actual classroom teachers. In contrast to most language classroom research that is carried out by parties outside the classroom for the purposes of theory construction and testing， action research is typically conducted by practitioners in order to address an immediate classroom problem or need （Mackey
【Key words】action research；language
Definition of action research
What makes action research different is that is includes action. Action research is also known as research and action or research and development. Carr and Kemmis （1986） define that action research is simply a form of self-reflective enquiry undertaken by teachers in order to improve the rationality of their own practices， and their understanding of these practices and the situations where the practices are carried out. Burns （1999） agrees by explaining more simply that action research in the language classroom is a useful tool， which help teachers look critically at their own classrooms for the purposes of improving their own teaching and enhancing the quality of learning that takes place.
Action research is often used to describe the type of structured teacher reflection， or teacher-initiated research （Edge， 2001）. Therefore， action research is usually not to be done by outside researchers but the actual classroom teachers. In contrast to most language classroom research that is carried out by parties outside the classroom for the purposes of theory construction and testing， action research is typically conducted by practitioners in order to address an immediate classroom problem or need （Mackey