By Professor Anne Cecily Howell Burns

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

Copland F; Garton S; Burns A, 2014, 'Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities', TESOL Quarterly, 48, pp. 738 - 762, http://dx.doi.org/10.1002/tesq.148

Burns AC; Vu NTT, 2014, 'English as a medium of instruction: Challenges for Vietnamese tertiary lecturers', Journal of Asia TEFL, 11, pp. 1 - 31, http://www.asiatefl.org/main/main.php?inx_journals=41&inx_contents=59&main=6&sub=5&submode=3&s_title=English_as_a_Medium_of_Instruction_Challenges_for_Vietnamese_Tertiary_Lecturers#

Burns AC, 2013, 'Reflections on the third year of a national action research program', Research Notes, pp. 3 - 4, http://www.cambridgeenglish.org/research-notes

Burns A, 2013, 'How to Do Discourse Analysis: A Toolkit', DISCOURSE STUDIES, 15, pp. 247 - 249, http://dx.doi.org/10.1177/1461445612471118

Burns A, 2012, 'Research notes', Research Notes, 1, pp. 1 - 1

Burns A, 2012, 'Teacher research in a national programme', Research Notes, 48, pp. 3 - 6

Burns A; Knox JS, 2011, 'Classrooms as complex adaptive systems: A relational model', Tesl-Ej, 15, pp. 1 - 25, http://www.tesl-ej.org/wordpress/issues/volume15/ej57/ej57a1/

Burns A; Kim M, 2011, 'Community accessibility of health information and the consequent impact for translation into community languages', Translation & Interpreting, 3, pp. 58 - 75

Burns A, 2011, 'Embedding teacher research into a national language programme: Lessons from a pilot project', Research Notes, pp. 3 - 6

Burns A, 2011, 'Teaching grammar in adult ELT classrooms: Teaching cognition and beliefs', Research: The Newsletter of IATEFL Research Special Interest Group, 25, pp. 4 - 7

Burns A; Athanasiou A, 2010, 'Developing learner autonomy-the role of action research', Independence: The Newsletter of the Learner Autonomy Special Interest Group, pp. 6 - 10

Burns A; Roberts C, 2010, 'Migration and adult language learning: Global flows and local transpositions. Special Issue on Migration and Adult Language Learning', TESOL Quarterly, 44, pp. 409 - 419, http://dx.doi.org/10.5054/tq.2010.232478

Burns A, 2010, 'Teacher engagement in research: Choices in published resources for teacher researchers', Language Teaching, 43

Burns A, 2009, 'Adult ESL in Australia: Policies, programs and practices', Language Issues, 20, pp. 31 - 39

Burns A; Matthiessen CM; Kim M, 2009, 'Doctoral work in translation studies as an interdisciplinary mutual learning process: How a translator, teacher educator and linguistic typologist worked together', INTERPRETER AND TRANSLATOR TRAINER, 3, pp. 107 - 128

Burns A; Kim M; Matthiessen CMIM, 2009, 'Doctoral work in translation studies as an interdisciplinary mutual learning process: How a translator, teacher educator and linguistic typologist worked together. Special Issue. Training for Doctoral Research', The Interpreter and Translator Trainer, 3, pp. 107 - 128, https://www.stjerome.co.uk/tsa/abstract/462/

Burns A; Moore S, 2008, 'Communicating in professional accounting contexts – unexplored territory', Taxation in Australia, 43, pp. 315 - 317

Borg S; Burns A, 2008, 'Integrating grammar in adult TESOL classrooms', Applied Linguistics, 29, pp. 456 - 482

Moore S; Burns A, 2008, 'NESB accountants and professional communication. Special issue. Language in the workplace', Prospect, 23, pp. 47 - 59

Burns A; Moore S, 2008, 'Questioning in simulated accountant-client consultations: Exploring implications for ESP teaching', English for Specific Purposes, 27, pp. 337

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