Exploring EFL pre-service teachers’ experiences of doing collaborative action research through self-report techniques
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Action research is an effective professional development tool that promotes inquiry, reflection, and problem-solving that foments action or change. This study explored EFL preservice teachers' experiences of doing collaborative action research during their practicum. Forty-nine EFL pre-service teachers enrolled in a practicum course answered two openended questions about the challenges and difficulties in doing collaborative action research and the benefits of collaborative action research in professional development. Data was analyzed and reported based on the two questions asked. Findings revealed that action research improved the EFL pre-service teachers’ teaching practice, self-directed professional growth, and promoted collaboration and community building. Nevertheless, some EFL preservice teachers indicated that they lacked action research knowledge . Suggestions are provided for promoting action research engagement within language education contexts
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