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This case study is conducted on the basis of collaborative action research by applying lexical chunk theory into reading. Having tutoring a college student of engineering background for two years, two teachers reflected on teaching methods and resorted to intervention of purposefully nurturing the student’s awareness of lexical chunks so that he could decode chunks automatically and swiftly in the process of reading. Considering the potential benefits, a mixed method design of qualitative study and quantitative study was deployed. Through this case, teachers learn to apply collaborative action research into practice by pondering their teaching, teaching approaches and performance in the hope of enhancing their teaching career.

A case study of collaborative action research: lexical chunk theory and its implication on reading performance