The aim of this study is two-fold. One is evaluating the action research process and how the existential situations of the inquiry influence the process of intervention. The second is generating and analysing the thematic structure of the learners' reconstructions of their lived experiences. The study highlighted that through challenging, one can convince learners to legitimate their narrative knowledge through sharing their personal narratives and to understand how to reach their existential reality. It is evident from the steps that action research can help a practitioner make learners see and believe that their narrative knowledge is valuable and can serve as input for critical reflection. The other finding is that learners may not need advanced language to give expressions to their lived experience. Finally, the article concludes with the researcher's emotional dissonance regarding where an inquirer into the lived experiences of his/her research participants should stand.
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