Rainey (2011) investigates the specific subjects chosen for action research by English as a Foreign Language (EFL) teachers working in grassroots settings. By analysing published reports and survey data from potential researchers, the author discovers that most projects focus narrowly on teaching methodologies and student learning behaviours. While these efforts foster professional empowerment and improve self-esteem, they often overlook systemic challenges such as large class sizes, insufficient linguistic competence, and a lack of parental involvement. Rainey advocates a more comprehensive research approach that moves beyond immediate classroom tactics to influence the broader profession. Ultimately, the source emphasises that achieving the field's greater good requires greater collaboration between grassroots educators and academic stakeholders to address complex educational challenges.
Rainey, Isobel. (2011). Grassroots Action Research and the Greater Good. Profile: Issues in Teachers' Professional Development, 13(1), 31-54. http://www.scielo.org.co/scielo.php?pid=S1657-07902011000100003&script=sci_abstract
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