Action Research in Language Learning
Debby Zambo, Arizona State University
For many foreign and second language teachers professional development
opportunities take place at once-a-year conferences and sometimes during
a one day staff development. Is it any wonder these “try it out on
Monday!” workshops are limited and quickly fade from memory? The purpose
of this paper is to explore the critical question: What happens when
teachers apply a teacher action research (TAR) strategy for improving
classroom practice? I will start with a definition and then outline a
set of steps for conducting this type of research. Next, one teacher
tells her own “story” and shares reflections on growth and development.
Finally, I posit the importance of this kind of research in making
contributions to language teaching and learning inquiry.
Academic Exchange Quarterly Fall 2005 Volume 9, Issue 3