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The study purpose was to get models of professional learning practice for the 21 century learners. Three groups of learners were divided: learners as non-language learners (LG1) practiced achievement language learning as professional, learners as language teachers (LG2) practiced learning how to teach LG1 reaching their goals, and a learner as a researcher (LG3) practiced learning how to enhance both LG1s and LG2s reaching their goals at their own pace. To get models, the research “Enlightening action research makes my life easier in my 21 century workplace” was used as knowledge foundation of action research concepts (Songsiri: 2015) and seven English training projects were used as tools to investigate how the learners practiced achievement learning as professional. The projects were as follows: Project 1: How to write an abstract, Project 2: English conversation for beginners, Project 3: English conversation for intermediate level, Project 4: English conversation for advanced level, Project 5: English conversation for engineering students, Project 6: Job application, and Project 7: Standardized tests. There were two step for collecting data: Step 1: Action research in action (goal-setting, focus and investigate) to get real and current situations to set the goal, Step 2: Action research procedures (plan, act, observe, reflect, revise and report) to investigate how LG1, LG2 and LG3 practiced achievement learning as professional. The research showed that the achievement learners reached their learning goals as professional by using the following model: Professional knowledge (1. Know yourself and others, and know how they learn 2. Know contents, 21 century skills and how to learn), Professional Practice (based on NeuroLinguistic Programming (NLP), Passion-Based Learning (PBL) and Action research concepts), and Professional Engagement (Find more opportunities to join the real professional situations).

MODELS OF PROFESSIONAL LEARNING PRACTICE FOR 21st CENTURY LEARNERS, FOCUSING ON LANGUAGE LEARNING