A Study On Knowledge And Practice Of Action Research Among The Efl Teachers: The Case To Five High Schools Of Centeral Zone Of Tigray Regional State
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Date
2011-06
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AAU
Abstract
This paper tried to examine the knowledge and practice of action research among EFL
teachers in five high schools of Central Zone of Tigray Regional State. The EFL
teachers' attitude towards action research and their tendency of using the findings to
improve classroom practices were also the aim of this study. To investigate this problem,
descriptive type of study method was employed as descriptive method deals with 'what is
it' i.e. it describes and interprets what exists at present. Therefore, it was appropriate to
descript the current status of action research vis-it-vis the EFL teachers' knowledge and
practice in it. With regard to the research methodology, a mixed method approach was
used in which the researcher has used both quantitative and qualitative approach and
because of wanting of both generalization and detailed view of the current status of action
research for individuals. Questionnaires and interviews containing both close-ended and
open-ended questions, and document analysis were used in the data-collection process of
this research. 25 EFL teachers and five directors filled questionnaires; 8 of these teachers
and all the directors were also interviewed. Results from the analysis of data revealed that
even though all of the EFL teachers had taken action research and other related courses at
colleges and universities, they have no adequate knowledge of action research that could
be applied in trying to solve classroom problems and resulted in minimal involvement in
action research activities. In addition, they have the problem of fund, time, work load and
resource. [n spite of all this, they have positive attitude towards action research. The
findings from action research done by small number of teachers have not been used and
shared among teachers. The findings are kept secret with the researcher, not properly
disseminated. As a result, it is recommendable that schools and other concerned bodies to
encourage and support teachers to learn and conduct research activities and improve
quality teaching. Teachers should also up-grade their action research knowledge and skill
by reading different action research references, instead of expecting formal training from
ministry of education.
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Keywords
practice of action research among EFL teachers in five high schools of Central Zone of Tigray Regional State.