EFL TEACHERS’ LEVEL OF TEACHER ACTION RESEARCH ENGAGEMENT

Yunita Puspitasari

doi:10.32682/jeell.v8i2.2202

EFL TEACHERS’ LEVEL OF TEACHER ACTION RESEARCH ENGAGEMENT

Yunita Puspitasari

Abstract

Teachers doing action research has been recommended as a powerful and transformative model for teacher professional development but remains trivial among the population of teachers worldwide, including those who teach English as a foreign language (EFL). The present study investigates EFL teachers’ level of engagement with and in Teacher Action Research (TAR), as well as their motives for the engagement. Employing a quantitative approach with a survey as the design, a questionnaire was distributed to EFL teachers teaching at secondary school to collect data. Descriptive statistics were run to analyze the data. The results showed that EFL teachers’ engagement with TAR was high, while their engagement in TAR was moderate. Thus, encouraging EFL Teachers to conduct TAR will consequently get them used to continuously make reflections on what they did in their classroom in which better teaching-learning quality can be achieved. Besides, the policy makers should provide some fundamental supports to encourage the teachers making the research engagement.

Keywords

Teacher Action Research, EFL Teachers, Research Engagement, Teacher Professional Development

Full Text:

PDF

References

Al Jabri, M. J. H., Silvennoinen, H., & Griffiths, D. (2018). Teachers’ Professional Development in Oman: Challenges, Efforts and Solutions. International Journal of Learning, Teaching and Educational Research, 17(5), 82–103. https://doi.org/10.26803/ijlter.17.5.6

Alhassan, A., & Ali, H. I. H. (2020). EFL teacher research engagement: Towards a research-pedagogy nexus. Cogent Arts and Humanities, 7(1). https://doi.org/10.1080/23311983.2020.1840732

Allwright, D. (2007). Practitioner research. Language Teaching Research, 11(2), 223. https://doi.org/10.1177/1362168807074612

Altasan, A. (2017). Current Language Teaching Approaches. https://doi.org/10.13140/RG.2.1.4783.9600/2

Armutcu, N., & Yaman, Ş. (2010). ELT pre-service teachers’ teacher reflection through practicum. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2010.07.009

Ary, D., Jacobs, L. C., & Sorensen, C. K. (2010). Introducition to Research in Education (8th ed.). Cengage Learning.

Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007

Banegas, D., Pavese, A., Velázquez, A., & Vélez, S. M. (2013). Teacher professional development through collaborative action research: Impact on foreign English-language teaching and learning. Educational Action Research, 21(2), 185–201. https://doi.org/10.1080/09650792.2013.789717

Bergmark, U. (2020). Rethinking researcher–teacher roles and relationships in educational action research through the use of Nel Noddings’ ethics of care. Educational Action Research, 28(3), 331–344. https://doi.org/10.1080/09650792.2019.1567367

Borg, S. (2010). Language Teacher Research Engagement. Language Teaching, 43(4), 391–429. https://doi.org/10.1017/S0261444810000170

Borg, S, & Liu, Y. D. (2013). Chinese college english teachers’ research engagement. TESOL Quarterly, 47(2), 270–299. https://doi.org/10.1002/tesq.56

Borg, S, & Sanchez, H. G. (2015). International Perspectives on Teacher Research (S. Borg & H. S. Sanchez (eds.)). Palgrave Macmillan.

Borg, Simon. (2010). Language teacher research engagement. In Language Teaching (Vol. 43, Issue 4). https://doi.org/10.1017/S0261444810000170

Borg, Simon, & Alshumaimeri, Y. (2012). University teacher educators’ research engagement: Perspectives from Saudi Arabia. Teaching and Teacher Education, 28(3), 347–356. https://doi.org/10.1016/j.tate.2011.10.011

Burns, A., & Rochsantiningsih, D. (2006). Conducting Action Research in Indonesia: Illustrations and Implications. Indonesian Journal of English Language Teaching, 2(1), 21–35. https://doi.org/10.25170/ijelt.v2i1.111

Burns, Anne. (2005). Action research: An evolving paradigm? Language Teaching, 38(2), 57–74. https://doi.org/10.1017/S0261444805002661

Burns, Anne, Freeman, D., & Edwards, E. (2015). Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition. Modern Language Journal, 99(3), 585–601. https://doi.org/10.1111/modl.12245

Burns, Anne, & Westmacott, A. (2018). Teacher to researcher: Reflections on a new action research prografor University EFL teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 15–23. https://doi.org/10.15446/profile.v20n1.66236

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. In Education And Training (Sixth).

Consoli, S., & Dikilitaş, K. (2021). Research Engagement in Language Education. Educational Action Research, 29(3), 347–357. https://doi.org/10.1080/09650792.2021.1933860

Crandall, J. (2000). Language Teacher Education. Annual Review of Applied Linguistics, 20(2000), 34–55.

DEPDIKNAS. (2005). Undang-Undang no. 14 Tahun 2005 tentang Guru dan Dosen. Departemen Pendidikan Nasional Indonesia.

Edwards, E., & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6–15. https://doi.org/10.1093/elt/ccv060

Edwards, R. (2010). Teachers as action researchers. Modern English Teacher, 19(2).

Gao, X., & Chow, A. W. K. (2012). Primary school english teachers’ research engagement. ELT Journal, 66(2), 224–232. https://doi.org/10.1093/elt/ccr046

Gutiérrez, X. (2012). Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish. Canadian Journal of Applied Linguistics, 15(1), 20–41.

Halim, L., Buang, N. A., Meerah, T. S., Atay, D., Farrell, T. S. C., Al-Mahrooqi, R., Denman, C., Al-Siyabi, J., Al-Maamari, F., Anderson, N., Henderson, M., Unda, Badri, M., Alnuaimi, A., Mohaidat, J., Yang, G., Al Rashedi, A., Banegas, D., Pavese, A., … Zeichner, K. M. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Professional Development in Education, 7(1), 387–405. https://doi.org/10.1080/13540602.2016.1211523

Hishan, S. S., Ramakrishnan, S., & Mansor, N. N. binti A. (2020). Research engagement of foreign language teachers among select higher education institutions in Malaysia. Rupkatha Journal on Interdisciplinary Studies in Humanities, 12(1), 1–13. https://doi.org/10.21659/rupkatha.v12n1.42

Iliško, D., Ignatjeva, S., & Mičule, I. (2010). Teachers as researchers: Bringing teachers’ voice to the educational landscape. Journal of Teacher Education for Sustainability, 12(1), 51–65. https://doi.org/10.2478/v10099-009-0046-x

Jones, D. (2015). Reflection-in-Action and Motivated Reasoning. Proceedings of the 3rd International Conference for Design Education Researchers, 1599–1615. https://doi.org/10.13140/RG.2.1.2642.5440

Koshy, V. (2005). Action research for improving practice. In A SAGE Publication Campany (Vol. 36, Issue 6).

Kutlay, N. (2013). A Survey of English Language Teachers’ Views of Research. Procedia - Social and Behavioral Sciences, 70, 188–206. https://doi.org/10.1016/j.sbspro.2013.01.055

Lee Bae, C., Hayes, K. N., Seitz, J., O’Connor, D., & DiStefano, R. (2016). A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study. Teaching and Teacher Education, 60, 164–178. https://doi.org/10.1016/j.tate.2016.08.016

Mahmoudi, F., & Özkan, Y. (2015). Exploring Experienced and Novice Teachers’ Perceptions about Professional Development Activities. Procedia - Social and Behavioral Sciences, 199, 57–64. https://doi.org/10.1016/j.sbspro.2015.07.487

Malmberg, L. E., Hagger, H., Burn, K., Mutton, T., & Colls, H. (2010). Observed Classroom Quality During Teacher Education and Two Years of Professional Practice. Journal of Educational Psychology, 102(4), 916–932. https://doi.org/10.1037/a0020920

Medgyes, P. (2017). The (ir)relevance of academic research for the language teacher. ELT Journal, 71(4), 491–498. https://doi.org/10.1093/elt/ccx034

Moutafidou, A., Melliou, K., & Georgopoulou, A. A. (2012). Educational research and teacher development. Procedia - Social and Behavioral Sciences, 31(2011), 156–161. https://doi.org/10.1016/j.sbspro.2011.12.034

O’Connor, K., & Anderson, P. (2006). Action Research: A Tool for Improving Teacher Quality and Classroom Practice. Online Submission.

Phuong, H. Y., & Quyen, V. (2017). English Lecturers’ Perceptions and Practices of Research Engagement: The Case of Can Tho University. Phranakhon Rajabhat Research Journa, 12(2)(December 2017). https://doi.org/10.22144/ctu.jen.2018.016

Pop, R. (2015). Understanding Pre-service Trainees’ Perceptions of their Teacher Training Experience. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2015.11.207

Rahimi, M., & Weisi, H. (2018). The impact of research practice on professional teaching practice: exploring EFL teachers’ perception. Cogent Education, 5(1), 1–15. https://doi.org/10.1080/2331186X.2018.1480340

Rahimi, M., Yousofi, N., & Moradkhani, S. (2019). Research practice and professional development for university teaching of english: A qualitative study. Issues in Educational Research, 29(4), 1295–1312.

Shen, B. (2017). Factors Affecting Research Engagement of Foreign. European Journal of Hospitality and Touris Research, 5(1), 24–30.

Stan, S. A., Stancovici, V., & Paloş, R. (2013). Teachers’ Attitude Toward Continuous Professional Training. Procedia - Social and Behavioral Sciences, 84, 1722–1726. https://doi.org/10.1016/j.sbspro.2013.07.020

Stringer, E. T. (2007). Action Research, 3rd Edition.

Tanduklangi, A., Lio, A., & Alberth. (2019). Classroom action research in teaching English for senior high school students through blended learning in Kendari of Indonesia. Journal of E-Learning and Knowledge Society, 15(1), 169–182. https://doi.org/10.20368/1971-8829/1579

Torre, M. E., Stoudt, B. G., Manoff, E., & Fine, M. (2018). Critical Participatory Action Research on State Violance: Bearing wit(h)ness across Fault Lines of Power, Privilage, and Dispossessoin. In N. K. Denzin & Y. s Lincoln (Eds.), The Sage Handbook of Qualitative Research (Fifth). SAGE Publications, Inc. https://doi.org/10.1007/s11229-017-1319-x

Utami, I. G. A. L. P. (2019). English Teachers’ Personally-Initiated Learning (PIL): Their Professional Development Preferences. Celt: A Journal of Culture, English Language Teaching & Literature, 19(1), 89. https://doi.org/10.24167/celt.v19i1.768

Wang, Q., & Zhang, H. (2014). Promoting teacher autonomy through university-school collaborative action research. Language Teaching Research, 18(2), 222–241. https://doi.org/10.1177/1362168813505942

Wiggins, B. L., Eddy, S. L., Wener-Fligner, L., Freisem, K., Grunspan, D. Z., Theobald, E. J., Timbrook, J., & Crowe, A. J. (2017). ASPECT: A survey to assess student perspective of engagement in an active-learning classroom. CBE Life Sciences Education, 16(2). https://doi.org/10.1187/cbe.16-08-0244

Wulandari, D., Shandy Narmaditya, B., Hadi Utomo, S., & Hilmi Prayi, P. (2019). Teachers’ Perception on Classroom Action Research. KnE Social Sciences, 3(11), 313. https://doi.org/10.18502/kss.v3i11.4015

Wyatt, M., & Dikilitaş, K. (2016). English language teachers becoming more efficacious through research engagement at their Turkish university. Educational Action Research, 24(4), 550–570. https://doi.org/10.1080/09650792.2015.1076731

Xu, Y. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction. Language Teaching Research, 18(2), 242–259. https://doi.org/10.1177/1362168813505943

DOI: https://doi.org/10.32682/jeell.v8i2.2202

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Username
Password
Remember me