By Professor Anne Cecily Howell Burns

Book Chapters

Burns A, 2012, 'Pedagogy and practice in second language teaching', in The Cambridge Guide to Pedagogy and Practice in Second Language Teaching, Cambridge University Press, NY, USA, pp. 1 - 12

Burns A, 2012, 'Researching language teacher cognition and practice', in Researching language teacher cognition and practice, Multilingual Matters, Bristol, UK, pp. 1 - 10

Burns A, 2012, 'Text based teaching', in The Cambridge Guide to Pedagogy and Practice in Second Language Teaching, Cambridge University Press, NY, USA, pp. 140 - 148

Moore S; Burns A, 2011, 'A discursive approach to developing the professional communication skills of accounting students', in Ward C (ed.), Language education: An essential for a global economy, SEAMEO Regional English Language Centre, Singapore, pp. 218 - 224

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

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