How Using Action Research Informs Graduate Research Theories, Methods, And Praxis Among Master’s And PhD Multilingual And International Students
Presentation Room
Borderlands Digital Humanities Center (BDHC), Library Room 201
Presentation Type
Plenary Session
Start Date
24-4-2026 12:45 PM
End Date
24-4-2026 2:00 PM
Abstract
In an attempt to provide multilingual and international graduate students food for thought, this work-in-progress presentation examines a day in the life of a multilingual PhD student’s use of action research during the teaching of RWS 1301 in both Fall 2025 and Spring 2026 to better inform his data collection via student questionnaires. Action research, “generally involves inquiring into one’s own practice through a process of self-monitoring that […] includes entering a cycle of planning, acting, observing, and reflecting on an issue or problem in order to improve practice” (Farrell, 2007, p.94). My research question answers how using action research informs graduate research theories, methods, and praxis among Master’s and PhD multilingual and international students and how as a rhetorical observation it can guide one towards theories such as Grounded Theory in addition to methods such as anonymous questionnaires. It is quite common for graduate students to be uncertain of their research goals beyond coursework. Some of my multilingual and international colleagues have expressed to me that they feel higher institutes of learning do not prepare them enough during their first two years. If they knew what they discover upon their third year, some sort of action plan to determine best practices of data collection centered on theory, methods, and praxis, they would be even more ready for data analysis and dissertation writing. Multilingual and international students appear to face the most difficulty due to many factors such as language barriers, differences in academic culture and traditions, and struggles with time management. Perhaps sharing my insights will better prepare graduate students unsure of where to start.
How Using Action Research Informs Graduate Research Theories, Methods, And Praxis Among Master’s And PhD Multilingual And International Students
Borderlands Digital Humanities Center (BDHC), Library Room 201
In an attempt to provide multilingual and international graduate students food for thought, this work-in-progress presentation examines a day in the life of a multilingual PhD student’s use of action research during the teaching of RWS 1301 in both Fall 2025 and Spring 2026 to better inform his data collection via student questionnaires. Action research, “generally involves inquiring into one’s own practice through a process of self-monitoring that […] includes entering a cycle of planning, acting, observing, and reflecting on an issue or problem in order to improve practice” (Farrell, 2007, p.94). My research question answers how using action research informs graduate research theories, methods, and praxis among Master’s and PhD multilingual and international students and how as a rhetorical observation it can guide one towards theories such as Grounded Theory in addition to methods such as anonymous questionnaires. It is quite common for graduate students to be uncertain of their research goals beyond coursework. Some of my multilingual and international colleagues have expressed to me that they feel higher institutes of learning do not prepare them enough during their first two years. If they knew what they discover upon their third year, some sort of action plan to determine best practices of data collection centered on theory, methods, and praxis, they would be even more ready for data analysis and dissertation writing. Multilingual and international students appear to face the most difficulty due to many factors such as language barriers, differences in academic culture and traditions, and struggles with time management. Perhaps sharing my insights will better prepare graduate students unsure of where to start.