“We Expressed What We Needed, and the Center Made changes…I Think They Listened:” Exploring Complexities of Participatory Action Research in Adult English for Speakers of Other Languages Program

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Participatory action research effectively engaged adult ESOL learners, improving their learning environment and language skills.
Teachers struggled with participation, viewing it as an added burden, which limited the success of their collaboration.
Proper relationship building at the project’s start proved essential, balancing collaboration and participant autonomy.
Time constraints presented challenges while navigating the participatory action research process with adult ESOL learners.

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This study reveals improvements in language skills for adult ESOL learners, indicating the complexities of collaboration in educational settings.

Santos et al. (2025) studied this question.

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This study reveals improvements in language skills for adult ESOL learners, indicating the complexities of collaboration in educational settings.