Action research has been advanced as one way that second language (L2) teachers might raise their awareness of the complexities of their work. Yet, while the publication of action research into L2 learning and teaching has gained some traction in recent years, reports naturally tend to focus on research outcomes. In the current article, I argue that in order to provide further momentum to the spread of action research in language teaching, stories of teachers proactively doing action research are necessary, not purely a focus on the results of research. This article draws on my personal experiences as a teacher of English as a foreign language (EFL) in higher education in Japan who has also been conducting action research voluntarily. In a narrative fashion, the article weaves my personal experiences, insights, and professional identity shifts with references to research theory -- a perspective on action research 'from the inside', so to speak. The paper provides brief overviews of key projects in which I have participated, working to explore my evolving conceptualization as I have encountered both benefits and pitfalls of action research. In doing so, I also relate my understandings of action research to other forms of practitioner research.