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Using AI in Action Research for Education

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12 views2 pages

Using AI in Action Research for Education

Uploaded by

Mohammed Thasleem K M
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Using generative AI in

action research

Anne Burns, School of Education, University of New South Wales

Introduction
Over the last few years discussions on the uses of generative AI (genAI) in
language!education have proliferated as institutions and teaching professionals
grapple with how to use this rapidly developing new technology effectively and
ethically (e.g., Yang and Kyung 2022, Wang et al 2023, Li et al 2025). The articles
in this issue of Research Notes are the first in the series of collections from the
Australian Action Research in ELICOS Program to report on this area. They illustrate
how teachers in this Program, working within their organisational systems, took on
the increasingly pressing challenge of whether to incorporate AI and, if so, how to
do it using sound and effective practices. Their accounts provide a rich resource
for language educators considering how they might themselves experiment in
adopting AI resources. They illustrate how the teachers explored the use of AI
in their!classrooms, collected evidence and, after trial and error in most cases,
eventually came up with pedagogically effective ways to incorporate it that
resulted!in positive responses from their students.

However, my attention was also recently drawn to whether and how AI could be
used as a resource for doing action research (AR), rather than exploring the use of AI
through AR in the classroom. During a recent conference presentation I gave for the
British Council in China, one of the questions a participant asked was ‘How could AI
be used for data analysis?’ Her question got me thinking more generally about how
AI could be harnessed by teachers wanting to do AR. So, in this brief article my focus
will be on responding to the question asked by that participant but broadening it
out to consider how AI could be part of the whole AR process. My comments are
necessarily programmatic, as I discovered when attempting a search that there is

© Cambridge University Press & Assessment 2025 Research Notes • Issue 88 5


very little, if any, literature as yet on the question of harnessing AI for doing AR itself.
My references to various AI tools are also merely suggestive as there are many new
tools emerging constantly as potential resources in education.

My discussion covers how AI could be used for finding and refining the research
focus, making decisions about data tools, engaging AI for data analysis, exploiting
AI!to report and disseminate the research, and considering the role of literature in
AR. I!conclude with some general implications and caveats that practitioners can
take into account when using AI tools.

Finding an AR focus and generating research questions


By using easily available AI tools (such as ChatGPT, Co-Pilot, or Perplexity AI with its
hyperlinks to academic articles) teachers wanting to conduct AR can generate, refine
and adjust their ideas about possible areas or topics for research exploration. At the
beginning of the inquiry, ideas about what to research might be very hazy, or even
non-existent. In this scenario, action researchers (ARs) could use prompts asking for
ideas about ‘hot topics’ of current interest in language teaching, or alternatively,
first discuss their initial hazy ideas with other colleagues and then request AI to
refine or expand on these ideas. This approach can help to brainstorm interesting
angles the researcher or their colleagues may not have considered or identify trends
and patterns that could be appealing as research topics. AI can rapidly analyse
vast quantities of existing literature (and this analysis could be focused on specific
topics and trends in AR) and therefore can identify general themes or gaps that
could be filled. Gaining such insights can become the basis for further discussion
with colleagues to consider whether the AI suggestions relate to the interests of the
participants or provide a feasible way forward. These discussions bring in human
judgement and integrate the kinds of professional intuition and expertise that
critically consider the value and relevance of the AI content to the local context.

Following on from this reflective brainstorming stage, ARs can prompt AI to generate
specific research questions relating to the overall topic. For example, I requested Co-
Pilot to generate AR questions for the topic: How can I use AI to assess writing for B2
English language learners? In response, these were some of the questions that were
offered which could all potentially be used for AR inquiry.

• What AI tools are most effective in evaluating the academic writing of B2 English
learners?
• In what ways can AI identify specific areas of improvement in writing abilities for
B2!learners?
• How do B2 English learners perceive AI-based assessments of their writing skills
compared to human evaluations?
• What impact does AI have on the motivation and engagement of B2 English
learners during writing assessments?
• How can AI assist in offering personalised feedback on writing skills to B2 English
learners?

6 Research Notes • Issue 88 © Cambridge University Press & Assessment 2025

Common questions

Powered by AI

Generative AI can assist teachers in action research by providing tools that help generate, refine, and adjust research ideas. AI can suggest 'hot topics' in language teaching and generate interesting research angles that teachers may not have considered. Additionally, AI can rapidly analyze vast quantities of existing literature to identify general themes or gaps, providing a foundation for research topics. This can facilitate further discussions with colleagues, integrating professional intuition with AI insights to ensure relevance to the local context .

AI tools facilitate professional collaboration by helping educators generate and refine research ideas, which can be used as discussion points with peers. These tools can swiftly compile comprehensive overviews of current educational trends, prompting collaborative exploration of new teaching methods or intervention strategies. Moreover, AI can foster global networking by translating collaborative findings into multiple languages or summarizing complex research into accessible formats, thus enabling wider sharing and refinement of pedagogical practices .

AI serves a dual role in educational action research as both a subject of investigation and as a functional tool. As a subject, educators explore AI's effects on learning processes, such as assessing its efficacy in aiding language acquisition. As a tool, AI streamlines various research tasks, including data collection, analysis, and dissemination, offering efficiencies not achievable through manual methods alone, thereby facilitating a more profound exploration of educational environments .

AI can be integrated into data analysis for action research by enabling educators to quickly process and interpret large datasets. By utilizing AI tools, researchers can identify patterns, trends, or anomalies in data that might not be immediately obvious through traditional methods. This is particularly useful for educators looking to conduct comprehensive analyses of complex educational interventions or outcomes .

The effectiveness of AI tools in assisting B2 English learners with writing assessments is contingent on several factors. AI can provide detailed, immediate feedback that helps identify areas needing improvement and encourages learner autonomy. However, the effectiveness depends on the learners’ perception of AI's credibility compared to human evaluations. Effective implementation of AI must include measures for ensuring accuracy and clear guidelines on feedback interpretation to maximize its educational benefits .

AI tools can aid educators by quickly generating potential research themes based on current trends or user-specified criteria. Through prompts, educators can explore new angles for research that might not have been initially apparent. Moreover, AI can identify under-explored areas within the existing literature, suggesting fruitful avenues for investigation. This allows educators to develop a research focus that aligns with both personal interests and wider educational needs .

AI can have a significant impact on the motivation and engagement of B2 English learners. By offering personalized and immediate feedback, AI tools can enhance student motivation by providing clear, actionable insights into their writing progress. However, the learners' perception of AI-based assessments concerning trust, accuracy, and comparability to human evaluations may influence their engagement positively or negatively. Therefore, the effectiveness largely depends on how learners perceive and accept AI feedback .

Human judgment plays a critical role in interpreting and incorporating AI-generated insights into teaching practices. Educators must assess the relevance of AI suggestions to their specific educational context, considering factors like cultural appropriateness, curricular goals, and student needs. Human oversight is essential to integrate AI insights in ways that enhance pedagogical outcomes and ensure that AI tools complement rather than replace traditional teaching methods .

AI can assist in reporting and disseminating action research by automating the creation of comprehensive reports from raw data, ensuring accuracy and efficiency. It can help organize data into understandable formats, generate visual aids like charts or infographics, and tailor presentations based on different audience needs. Moreover, AI tools can facilitate wider dissemination through the generation of abstracts or summaries suitable for publication or sharing across digital platforms, optimizing reach and engagement .

Educators should be mindful of challenges such as data privacy concerns, the potential for bias in AI algorithms, and the need for technological proficiency when integrating AI into action research. Furthermore, the reliance on AI tools should be balanced with human judgment to critically assess the applicability and relevance of AI-generated insights to specific educational contexts. Misinterpretation of AI results without adequate understanding of AI limitations can also lead to flawed conclusions .

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