Exploring the Practice of Action Research among English Language Teachers in Omani Public Schools and Factors Affecting its Implementation

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Abstract

The present study explored the extent to which action research is practiced by English language teachers and the
factors that affect action research implementation in the Omani ELT context. Additionally, it sought to identify
different solutions that could be implemented to strengthen action research practices from the point of view of
English language teachers. Data was collected through a questionnaire that was distributed among 366 English
language teachers, followed by semi-structured interviews with 8 English language teachers who were actively
engaged in conducting action research. There was a low level of practice of action research among English language
teachers in the Omani public schools. The study also showed that insufficient time, heavy workload, lack of
colleagues‟ assistance and support, and lack of motivation were the main factors that hindered action research
practices in the Omani ELT context. Participants suggested that providing training, support and incentives as well as
encouraging collaboration with experts and publications could strengthen the practice of action research in ELT.
Original languageEnglish
JournalWorld Journal of English Language
Volume12
Issue number5
Publication statusPublished - 2022

Keywords

  • action research, ELT teachers, research culture, research practices

ASJC Scopus subject areas

  • Education

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