The Impact of Participatory Action Research on EFL Teachers’ Professional Development

Abstract

Professional development is critical in providing constant updates on EFL teachers' teaching practice. This mixed methods study was conducted to explore the effects of participation in action research on EFL teachers' practice. Eighteen junior school English teachers participated in this study. Teacher participants conducted their action research during a five-month period. The quantitative phase of the study utilized Communicative Language Teaching (CLT) Perception Questionnaire and Teacher Advancement Program Rubrics (TAP). In the qualitative phase of the study, reflective journals were used. The quantitative findings showed that conducting action research had a significant effect on teachers' practice. The quantitative findings demonstrated a statistically significant positive change in the individual rubrics, namely, Designing and Planning Instruction and Instruction but not in Learning Environment rubric. The qualitative findings also supported improvement in teacher practice. The major implication of the study is that professional development of the EFL teachers needs to receive focal attention. Keywords: Participatory action research, professional development, in-service teacher, CLT, EFL