Second language teachers' reasons for doing/not doing action research in their classrooms.

Autor/inn/en	Rahmani Doqaruni, Vahid; Ghonsooly, Behzad; Pishghadam, Reza
Titel	Second language teachers' reasons for doing/not doing action research in their classrooms.
Quelle	In: International journal of action research, 15 (2019) 3, S. 255-273 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1861-9916
DOI	10.3224/ijar.v15i3.06
URN	urn:nbn:de:0168-ssoar-108112-7
Schlagwörter	Unterrichtsforschung; Unterrichtspraxis; Fremdsprachenunterricht; Aktionsforschung; Fragebogen; Interview
Abstract	This study aims to explore the extent to which Iranian teachers do research, and their reasons for doing so in the English as a foreign language context, with a special emphasis on action research (AR). The present study used a mixed methods design, i.e. questionnaire and interview, to gain a richer understanding of the teachers' reasons for doing AR. The participants were 65 English teachers from 5 private English language teaching institutions. Despite the fact that many teachers in the present study considered AR useful in solving their immediate teaching problems and improving their teaching practices, the analysis of the teachers' reasons showed that there are serious barriers in the way of conducting AR which are in nature practical (lack of time), logistic (not having enough knowledge and support), and attitudinal (teachers believe that their job is only to teach).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2026/3