Exploratory Action Research in a Teacher Education Program: In-Service EFL Teachers’ Perspectives

Abstract

This study explores the perspectives of three Vietnamese primary EFL teachers as they engaged in an exploratory action research (EAR) course during a degree-upgrade teacher education program for in-service teachers. As part of the program, the teachers were required to complete an intensive eight-week EAR course and subsequently implemented a one-month classroom-based EAR project, under the guidance of a researcher-mentor. Data were collected through semi-structured interviews conducted after an analysis of their EAR reports. Findings indicate that the teachers were able to critically investigate classroom issues and implement contextually appropriate actions. They developed a deeper sense of reflection, became more aware of diverse stakeholder perspectives, and gained skills in using multiple simple data collection methods. Despite these gains, their engagement was constrained by factors such as heavy workload, time constraints, and limited collegial support. The study highlights the potential of EAR as a valuable tool for improving teaching practices and fostering teacher research. The findings hold practical implications for teacher educators and school leaders seeking to foster teacher-led research and evidence-informed practice in EFL contexts.

Keywords: EFL teachers, Primary schools, Exploratory Action Research, Vietnam

DOI: 10.7176/JEP/16-4-07

Publication date: April 30^th 2025