This chapter delves into the significance of action research on the professional growth of English as a foreign language (EFL) teachers. The chapter begins by defining action research and distinguishing it from traditional research designs. The chapter further explores a variety of action research models, which these models are presented not just as theoretical constructs but as practical tools that EFL teachers can use to enhance their teaching practices. Finally, the chapter addresses the practical challenges and limitations associated with implementing action research in the EFL teaching context. It acknowledges that while action research offers a robust framework for teacher development and pedagogical improvement, there are hurdles in terms of understanding, selecting, and applying the most appropriate model. The chapter also recognizes its own limitations, notably its lack of comprehensive, step-by-step guidelines for action research application, and its focus on overarching concepts rather than detailed problem-solving strategies.
TopIntroduction
Action research has been well documented in the literature to play a pivotal role in the professional development of teachers, as it enables them to define and solve problems, and learn from their experiences. Action research helps teachers gain insights and cultivate reflective practices that positively impact student outcomes and contribute to the overall enhancement of educational practices (Thorne & Qiang, 1996). Action research empowers teachers in adopting effective pedagogical practices, thus improving the quality of their teaching decisions and actions, and ultimately enhancing their teaching efficacy (Nasrollahi et al., 2012). In language teaching education, doing action research offers opportunities for systematic and valuable “change-action” and findings that can benefit language education (Consoli & Dikilitaş, 2021). Engaging in action research empowers language teachers to refine their professional judgment and autonomy, facilitating the exploration of new teaching strategies and fostering a shift in knowledge generation paradigms (Nasrollahi et al., 2012). Teacher action allows teachers to tailor their research to their own specific teaching context, making the findings more relevant and applicable to their own teaching practice. Additionally, teacher action research is characterized by a continuous, iterative process of inquiry, enabling educators to consistently reflect on and enhance their teaching practices over time (Wallace, 2000). This cyclical nature of action research allows for ongoing adjustments and improvements, ensuring that teaching strategies remain responsive to the evolving needs of students and the educational environment.
Despite these advantages and the practicality of action research in EFL (English as a Foreign Language) education, there is a notable gap in its recognition and documentation in Vietnam's educational context (Quyen & Yen, 2018). This chapter aims to provide insights into action research. It is organized around three primary areas of focus. The first section offers an overview of action research, providing fundamental information about action research. The second section delves into the implementation of action research, discussing various models and activities essential for each stage of the research process. Lastly, the third section addresses the challenges and concerns that teacher-researchers might encounter in both understanding and conducting action research, with a specific focus on the EFL context.
TopThe Roots And Evolution Of Action Research
The history of action research can be traced back to Lewin’ s (1946) work, "Action Research and Minority Problems". Lewin's work laid the foundation for the concept of “action research”. Lewin described action research as "comparative research on the conditions and effects of various forms of social action and research leading to social action" that uses "a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action". Action research, as understood through Lewin's perspective, can be defined as a collaborative and systematic inquiry conducted by practitioners (such as teachers, managers, or community organizers) within their own environment or context to solve real-life problems, improve practices, or enhance understanding.
In the same line, action research is defined as a methodological approach commonly used in various fields, including education, to improve practices and address issues or problems through a cycle of planning, acting, observing, and reflecting (Stringer, 2014). To McNiff (2013), action research is characterized by its focus on practical solutions driven by collaborative, participatory methods. It often involves a cycle where the researcher identifies a problem, plans an intervention, implements the intervention, observes the effects, and reflects on the process. This cycle can be repeated to refine the approach continually.
In the context of language education, action research is particularly useful. Language educators use action research to explore teaching methodologies, develop curriculum, enhance student engagement, and address specific language learning challenges (Burns, 2010). It allows educators to adapt to the unique needs of their students and the dynamic nature of language learning. For example, a language teacher might use action research to implement and refine a new teaching strategy for vocabulary acquisition, gather data on its effectiveness, and make adjustments based on student outcomes and feedback.