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Despite the popularity of action research in the field of teacher education and professional development, not much is found regarding the role of action research in language curriculum development. This lack of interest may stem from the dominance of top-down approach over curriculum development in some EFL contexts where no special place is given to the local needs and wants. This paper starts with the definition and some basic characteristics of action research and then follows with a brief overview of its origins as well as different types. How action research can make changes in a curriculum is discussed next. Then it looks at the role action research may play in creating positive changes in teachers’ roles in curriculum development. Some of the challenges of implementing action research are mentioned later. Finally, the paper ends with some guidelines for teachers to make improvements as a result of conducting action research.

Action Research as a Bottom-up Approach to Foster Teacher Involvement in Language Curriculum Change