Open AccessEFL Instructors’ and Students’ Perception and Practice towards Action Research
Author(s) -
Habtamu Shiferaw Adula
Publication year - 2022
Publication title -
journal of education, society and behavioural science
Language(s) - English
Resource type - Journals
ISSN - 2456-981X
DOI - 10.9734/jesbs/2022/v35i430415
Subject(s) - practicum , action research , perception , psychology , medical education , action (physics) , focus group , qualitative research , pedagogy , professional development , mathematics education , sociology , medicine , anthropology , social science , physics , quantum mechanics , neuroscience
Aims: To explore EFL instructors’ and students’ perception and practice towards action research in College of Teachers Education.
Study Design: Qualitative data gathered through the general open-ended questionnaire used thematically organized, transcribed and analyzed in this study.
Place and Duration of Study: Perception and practice towards action research were obtained from College of Teachers Education, Ethiopia, at Oromia region.
Methodology: To achieve this objective, semi-structured interview (filled out by five EFL instructors, 10 third year English Language students, research and publication committee members, Dean Interview and Focus Group Discussion) was used in this study.
Results: The results indicate that most of the respondents show good perception concerning the significance of action research in improving their teaching practice, solving students’ academic and non-academic problems, developing team spirit and mutual support among teacher educators, creating opportunities to increase their academic writing skills, and developing personal professional perception respectively. The practices of action research in the college were ineffective. There were perceived challenges like shortage of resources for support, budget and material, low top management attention, instructors’ dual role as teachers and researchers, initiation and recognition by trainers themselves.
Conclusion: Students were not satisfied by research advisors’ provision of professional assistance in action research on practicum courses and carried out action research in a similar fashion (i.e., plagiarism), English Language instructors’ provisions of advice to students in action research on practicum course were found to be low. Instructors were found have not conceptual problem about action research both the theoretical and practical aspects, other than they lacked commitment, encouragement and diligence were attributed to lack of proper incentives and other essential facilities.