The focus of action research is to improve your teacher practice (McNiff and Whitehead, 2011 p.14). To conduct an action research project, the teacher will need to identify what the focus area of their teaching practice will be that needs improvement. In this case we will be focusing on improving questioning techniques to enhance the learning outcomes of learners. According to McNiff and Whitehead (2011, p.10) action research follows a cyclical process that involves ‘observe-reflect-act-evaluate-modify-move in new direction’. This cycle showcases how practitioners can improve continuously on their own practices based on their reflection and evaluation of these actions. Rossouw (2015, p.9) explains that the cycle process involves ‘developing, planning, acting, observing and reflecting’ than with the results, re-planning what further action can take place. The first cycle ‘developing’ will focus on the educator to reflect on their questioning pedagogy, and to identifying the problem within their questioning pedagogy, and what they would like to change within this issue (Rossouw, 2015 p.9-10). For example, first I identify the focus, as educator I would like to increase learners’ engagement and participation during carpet time (morning ring). Now I can formulate a question towards my problem, how can different types of questioning methods impact my learner’s participation and engagement in my classroom? Cycle two ‘planning’, Rossow (2015, p.11-12) suggests that the educator can reach out to other educators or stakeholders to gain insight on other educators questioning methods and how you as the research can implement these suggestions to investigate these options within your classroom. Rassow continuous by explaining how the researcher can review literature to explore questioning strategies and frameworks, as this will help to ground the researcher actions in proven practices. After gathering ideas, the plan needs to be established. Rassow (2025, p.11) explains that you as researcher will formulate a clear problem statement, the plan should focus on the practice that was identified within the problem statement. The plan should include the questioning techniques that will be implemented, such as open-ended questions, higher-order questions or waiting time strategies. Cycle three ‘action’ can then be implemented by taking the planning and implementing these suggested questioning strategies in your lessons (Rassow, 2015 p.11). Implementing different changes in your questioning strategies will take place over a designated time frame. During the ‘action’ cycle, data must be collected by keeping notes on the experiences or findings while using these new strategies. The researcher can observe their own practices by taking notes on the learners’ reactions and behaviours during the implementation of the new questioning strategies, known as qualitative data collection. When working with older learners, surveys can be used to collect feedback, known as quantitative data collection. Cycle four ‘observation’, explained by Rassow (2015, p.12) is when you reflect on the that observed and collected. The researcher will identify new and old patterns in the learners’ behaviours and engagement. Then in the final cycle ‘reflecting’ the educator will compare the new results with the problem statement to determine if the new strategies had an impact (Rassow, 2015 p.11). The researcher will reflect on what worked, what did not work and investigate the reasons why it worked or did not work. Thereafter, adjustments can be made and decide if the action research should continue, expand or if new strategies should be implemented. does this explain action research process for educators wanting to improve questioning pedagogy?