Action Research in Online English Class and Teacher Development
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Abstract
Action research, as a form of applied research, has gained attention in language teacher education. This paper reports a study on how a language teacher has improved his own online instruction through action research in collaboration with a colleague. The study employs classroom observation, teacher diary, questionnaire and interview for data collection. The analysis of the gathered data reveals that the development of the teacher's critical awareness is encouraged by reflective teaching through the classroom investigation and collaboration. It is found that action research, combined with what is known from the research literature, provides a useful and viable approach to making educational decisions at the local level. It is further recognized that change in the teacher's attitudes towards classroom practices has a positive effect on his students' learning. From these findings, it is suggested that one viable way of bridging the gap between theory and practice is to encourage teachers to adopt a research orientation to their own classroom practice, and to engage in research projects. The research findings also suggest that priorities and values of people of a particular cultural context should be considered in setting up language teacher development programs. It is further suggested that efforts should be made to set up a network for dissemination of the research findings in a given context.
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