This paper is to illuminate how action research can be used as a praxis to shape teaching as a constant transformative practice in English language teaching (ELT). I will offer a synthesis on what action research is, how professionals have used it in practice, and why action research is a vigorous and enlightening tool for ELT practitioners and teacher educators for their transformative knowledge (re)building process despite some criticisms. Then, I will briefly exemplify two action research projects that I have conducted with different colleagues in different settings.
“The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity. Education is thus constantly remade in the praxis. Continue Reading →