By Professor Anne Cecily Howell Burns

Book Chapters

Burns A, 2011, 'Action research in the field of second langauage teaching and learning', in Hinkel E (ed.), Handbook of research in second language teaching and learning: Volume 2., Routledge, New York, pp. 237 - 249

Burns A, 2010, 'Action research', in Paltridge B; Phakiti A (ed.), Continuum companion to research methods in applied linguistics, Continuum International Publishing Group, London, pp. 80 - 97

Burns A; Seidlhofer B, 2010, 'Speaking and pronunciation', in Schmitt N (ed.), An introduction to applied linguistics, Hodder Education, London, pp. 197 - 214

Burns A, 2009, 'Action research', in Croker R; Heigham J (ed.), Qualitative research in applied linguistics, Palgrave Macmillan, London, https://www.palgrave.com/rights/docs/spring-summer09/Language.pdf

Burns A, 2009, 'Action research in second language teacher education', in Burns A; Richards JC (ed.), The Cambridge guide to second language teacher education, Cambridge University Press, New York, pp. 289 - 297

Burns A; Richards JC, 2009, 'Introduction', in Burns A; Richards JC (ed.), The Cambridge guide to second language teacher education, Cambridge University Press, New York, pp. 1 - 8

Burns A, 2008, 'Action research', in Collection of papers on the occasion of the retirement of Professor Hyo Woong Lee, College of International Studies, Korea Maritime University, Pusan, pp. 250 - 276

Burns A; Castineira T; Contijoch C; Guillen PM; Preciado P; Ramírez I; Esparza ER; Witten M, 2008, 'Alternative approaches to qualitative research: Investigating significant moments in teachers’ lives', in Landa LG (ed.), Evolución y diversidad en la enseòanza-aprendnizaje de lenguas extranjeras, Department of Applied Linguistics, National Autonomous University of Mexico, Mexico City, pp. 185 - 204

Burns A, 2008, 'Demythologising CLT: Wanted – a reorientation for teachers in the 21st century', in Mahboob A; Knight N (ed.), Questioning linguistics, Cambridge Scholars Press, Newcastle upon Tyne, pp. 132 - 145

Burns A; Burton J, 2008, 'Introduction: Language teaching research in Australia and New Zealand', in Burns A; Burton J (ed.), Language teacher research in Australia and New Zealand, TESOL, Alexandria, pp. 1 - 8

Burns A; Burton J, 2008, 'Language teacher research in Australia and New Zealand', in Burns A; Burton J (ed.), Language teacher research in Australia and New Zealand, TESOL, Alexandria, pp. 1 - 8

Burns A, 2007, 'Action research in ELT: Contributions and future directions', in Cummins J; Davison C (ed.), The international handbook of English language teaching, Vol. 2, Springer, Norwell, MA, http://books.google.com.au/books?id=ZxbUFm3aRkUC&lpg=PR24&dq=%22The%20international%20handbook%20of%20English%20language%20teaching%22&pg=PR24#v=onepage&q=%22The%20international%20handbook%20of%20English%20language%20teaching%22&f=false

Burns A; De silva joyce H, 2007, 'Challenging requirements: How teachers navigate to make changes within required curricula', in Planning and teaching creatively within a required curriculum. Case studies in curriculum series, TESOL International, Alexandria, Va

Burns A; Moore S, 2007, 'Using CA for application to the LSP classroom. Some initial suggestions', in Bowles H; Seedhouse P (ed.), Conversation analysis and language for specific purposes, Peter Lang, Amsterdam, http://books.google.com.au/books?id=-NsLgultdlMC&lpg=PP1&dq=%22Conversation%20analysis%20and%20Language%20for%20Specific%20Purposes%22&pg=PP1#v=onepage&q=%22Conversation%20analysis%20and%20Language%20for%20Specific%20Purposes%22&f=false

Burns A, 2006, 'Teaching speaking: A text-based syllabus approach', in Uso-Juan E; Martinez-Flor A (ed.), Current trends in the development and teaching of the four language skills, Mouton de Gruyter, Amsterdam, http://books.google.com.au/books?id=b6bKoodV0goC&lpg=PR7&ots=-EmHooWzo2&dq=%22Current%20trends%20in%20the%20development%20and%20teaching%20of%20the%20four%20language%20skills%22&lr&pg=PA235#v=onepage&q=%22Current%20trends%20in%20the%20development%20and%20teaching%20of%20the%20four%20language%20skills%22&f=true

Burns A, 2005, 'Action research', in Hinkel E (ed.), Handbook of research in second language teaching and learning, Lawrence Erlbaum, Mahwah, NJ, pp. 241 - 256, http://books.google.com.au/books?hl=en&lr=&id=kezFq-bi8K0C&oi=fnd&pg=PP1&dq=Handbook+of+research+in+second+language+teaching+and+learning&ots=L9dNqmREjf&sig=4gteDMY1hPg-HGzd2lUwqGTdQEs#v=onepage&q=Handbook%20of%20research%20in%20second%20language%20teaching%20and%20learning&f=false

Burns A; de Silva Joyce H, 2005, 'Explicitly supporting learning: An overview', in Burns A; de Silva Joyce H (ed.), Teachers’ voices 8: Explicitly supporting reading and writing in the adult ESL classroom, NCELTR, Sydney, pp. 2 - 7

Burns A, 2005, 'Interrogating new worlds of ELT', in Burns A (ed.), Case studies in TESOL series, Alexandria, TESOL, pp. 1 - 15

Burns A; Knox J, 2005, 'Realisation(s): Systemic functional linguistics and the language classroom', in Bartels N (ed.), Applied linguistics and language teacher education, Springer, Amsterdam: Kluwer, pp. 235 - 260, http://www.springerlink.com/content/978-0-387-23451-9/#section=568217&page=1&locus=10

Burns A, 2005, 'Understanding action research.', in Teachers’ voices 8: Explicitly supporting reading and writing in the classroom, NCELTR, Sydney, pp. 18 - 25

Journal articles

Burns A; Williams P, 2023, 'OK, so Where to now?: Reflections on Intuition and Action Research', Journal for the Psychology of Language Learning, 5, http://dx.doi.org/10.52598/jpll/5/2/2

Le MD; Nguyen HTM; Burns A, 2021, 'English primary teacher agency in implementing teaching methods in response to language policy reform: a Vietnamese case study', Current Issues in Language Planning, 22, pp. 199 - 224, http://dx.doi.org/10.1080/14664208.2020.1741209

Burns AC, 2017, 'Supporting teachers’ action research: Ten tips for educational managers.', English Teachers' Association of Switzerland (ETAS) Journal, 35, pp. 33 - 35, https://www.e-tas.ch/journal/issues

Yuan R; Burns A, 2017, 'Teacher identity development through action research: a Chinese experience', Teachers and Teaching, 23, pp. 729 - 749, http://dx.doi.org/10.1080/13540602.2016.1219713

Tran A; Burns A; Ollerhead S, 2017, 'ELT lecturers’ experiences of a new research policy: Exploring emotion and academic identity', System, 67, pp. 65 - 76, http://dx.doi.org/10.1016/j.system.2017.04.014

Burns AC, 2017, '‘No going back’: Developing identities as teacher researchers.', Research Notes, 67, pp. 3 - 7, http://www.cambridgeenglish.org/research-notes/

Catto T; Burns A, 2017, 'Experiencing Thai Student Voice from a teacher’s perspective.', English Australia Journal: the Australian Journal of English Language Teaching, 32, pp. 34 - 44, https://www.englishaustralia.com.au/journal-issues

Burns AC, 2017, 'Action research in ELT: Growth, diversity and potential', University of Sydney Papers in T E S O L, 12, pp. 1 - 7, http://faculty.edfac.usyd.edu.au/projects/usp_in_tesol/currentissue.htm

Burns AC; Gupta J, 2017, 'An interview with Anne Burns', The Language Teacher, 41, pp. 27 - 29, http://www.jalt-publications.org/node/2/issues/2017-09_41.5

Burns AC; Khan S, 2017, 'Ten questions for Anne Burns.', English Australia Journal: the Australian Journal of English Language Teaching, 33, pp. 70 - 76, https://www.englishaustralia.com.au/journal-issues

Burns AC; Wyatt M, 2017, 'The privilege of working with teacher action researchers. Anne Burns speaks with Mark Wyatt.', ELT Research, pp. 23 - 26, http://resig.weebly.com/issue-32.html

Burns A; Westmacott A; Hidalgo Ferrer A, 2016, 'Initiating an action research programme for university EFL teachers: Early experiences and responses', Iranian Journal of Langage Teaching Research, 4, pp. 55 - 77, http://www.urmia.ac.ir/ijltr

Edwards E; Burns A, 2016, 'Language Teacher–Researcher Identity Negotiation: An Ecological Perspective', TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect, 50, pp. 735 - 745, http://dx.doi.org/10.1002/tesq.313

Edwards E; Burns A, 2016, 'Action research to support teachers’ classroom materials development', Innovation in Language Learning and Teaching, 10, pp. 106 - 120, http://dx.doi.org/10.1080/17501229.2015.1090995

Burns AC, 2016, 'Action research and creativity in the classroom.', Research Notes, pp. 3 - 6, http://www.cambridgeenglish.org/research-notes/

Wyatt M; Burns A; Hanks J, 2016, 'Teacher practitioner research: Reflections on an online discussion', TESL-EJ: The Electronic Journal for English as a Second Language, 20, http://www.tesl-ej.org/wordpress/issues/volume20/ej77/

Lee I; Mak P; Burns A, 2016, 'EFL teachers’ attempts at feedback innovation in the writing classroom', Language Teaching Research, 20, pp. 248 - 269, http://dx.doi.org/10.1177/1362168815581007

Mahboob A; Paltridge B; Phakiti A; Wagner E; Starfield S; Burns A; Jones RH; De Costa PI, 2016, 'TESOL Quarterly Research Guidelines', TESOL Quarterly, 50, pp. 42 - 65, http://dx.doi.org/10.1002/tesq.288

Edwards E; Burns A, 2016, 'Language teacher action research: Achieving sustainability', ELT Journal, 70, pp. 6 - 15, http://dx.doi.org/10.1093/elt/ccv060

Edwards EC; Burns A, 2016, 'Language teacher action research: Achieving sustainability', ELT Journal: an international journal for teachers of English to speakers of other languages, 70, pp. 6 - 15, http://dx.doi.org/10.1093/elt/ccv060

Humphries S; Burns A; Tanaka T, 2015, '"My head became blank and I couldn't speak": Classroom factors that influence English speaking', Asian Journal of Applied Linguistics, 2, pp. 164 - 175, http://caes.hku.hk/ajal/index.php/ajal

Lee ; Mak P; Burns AC, 2015, 'Bringing innovation to conventional feedback approaches in EFL secondary writing classrooms: A Hong Kong case study', English Teaching: Practice & Critique, 14, pp. 140 - 163, http://dx.doi.org/10.1108/ETPC-02-2015-0004

Burns AC, 2015, 'The action research in ELICOS program: Refining the development of a national model', Research Notes, pp. 4 - 8, http://www.cambridgeenglish.org/images/228055-research-notes-60.pdf

Freeman D; Katz A; Garcia Gomez P; Burns A, 2015, 'English-for-Teaching: rethinking teacher proficiency in the classroom', ELT Journal, 69, pp. 129 - 139, http://dx.doi.org/10.1093/elt/ccu074

Humphries S; Burns A, 2015, ''In reality it's almost impossible': CLT-oriented curriculum change', ELT Journal, 69, http://dx.doi.org/10.1093/elt/ccu081

FREEMAN DONALD; EDWARDS EMILY; Burns, A , 2015, 'Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition', The Modern Language Journal, 99, pp. 585 - 601, http://dx.doi.org/10.1111/modl.12245

Burns AC, 2014, 'Concepts for teaching speaking in the English language classroom', LEARN Journal, pp. 12 - 22, http://164.115.22.25/ojs222/index.php/LEARN/issue/archive

Burns AC, 2014, 'Systematic inquiry made public:Teacher reports from a national action research program', Research Notes, May 2014, pp. 4 - 7, http://www.cambridgeenglish.org/images/170903-research-notes-56-document.pdf

Burns AC, 2014, 'Professional learning in Australian ELICOS: An action research orientation', English Australia Journal, 29, pp. 3 - 20, http://search.informit.com.au/fullText;dn=637462396320146;res=IELHSS

Burns A; Kurtoglu-Hooton N, 2014, 'Implementing action research in the modern language classroom', Scottish Languages Review, Spring/Summer, pp. 21 - 28, http://www.scilt.org.uk/Portals/24/Library/slr/issues/27/27-3%20Burns_Kurtoglu-Hooton.pdf

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