High-school EFL Teachers’ Action Research: Evidence from Vietnam

Action research (AR), which involve rigorous cycles of implementing and reflecting on educational changes, brings genuine values to language teaching. However, due several factors related school cultures the teacher-researchers, AR does not always live up its expectations. Generally, previous studies have steered towards instigating an awareness at expense obtaining empirical evidence competencies conditions for AR. This study examines teachers’ action challenges in doing A questionnaire (70 items, α = 0.809) was administered 105 EFL teachers various high schools Vietnam. Among these participants, eight partook follow-up semi-structured interviews. Chi-square analysis confirmed that top-rated aligned with traditional roles English teachers, including giving feedback, using visual aids presentations, self-assessment. In contrast, were least sure their skills techniques. Thematic complemented quantitative data, ascribing underdeveloped capacity a lack guidelines, motivation, resources. Consequently, practice might be improved cultivation teacher culture. Other measures incentivize engagement are also discussed this paper.