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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC Number: EJ875554
Record Type: Journal
Publication Date: 2005
Pages: 21
Abstractor: As Provided
Reference Count: 12
ISSN: ISSN-1099-839X
Teacher Action Research in Foreign Language Classrooms: Four Teachers Tell Their Stories
Haley, Marjorie Hall; Midgely, Allyson; Ortiz, Judy; Romano, Teresa; Ashworth, Lisa; Seewald, Amanda
Current Issues in Education, v8 n12 2005
As a profession language educators are paying more attention to teacher-driven research to help clarify and explain those phenomena occurring in our classrooms. The purpose of this paper is to explore the following question: What happens when teachers apply a teacher action research (TAR) strategy for improving their classroom practice? I will start with a definition and then outline a set of steps for conducting this type of research. Next, the four teachers tell their own "stories" and share reflections on growth and development. Finally, I posit the importance of this kind of research in making contributions to language teaching and learning inquiry. (Contains 4 figures.)
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A