Exploratory action research: Experiences of Nepalese EFL teachers

Shrestha, S; Laudari, S; Gnawali, L

Exploratory action research: Experiences of Nepalese EFL teachers

Shrestha, S Laudari, S Gnawali, L

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Publisher:: Oxford University Press (OUP)
Publication Type:: Journal Article
Citation:: ELT Journal, 2023, 77, (4), pp. 407-415
Issue Date:: 2023-10-01

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Field	Value	Language
dc.contributor.author	Shrestha, S
dc.contributor.author	Laudari, S
dc.contributor.author	Gnawali, L
dc.date.accessioned	2024-04-28T22:54:15Z
dc.date.available	2024-04-28T22:54:15Z
dc.date.issued	2023-10-01
dc.identifier.citation	ELT Journal, 2023, 77, (4), pp. 407-415
dc.identifier.issn	0951-0893
dc.identifier.issn	1477-4526
dc.identifier.uri	http://hdl.handle.net/10453/178432
dc.description.abstract	The number of reports and publications about exploratory action research EAR has been increasing in recent years however there is still a dearth of studies that examine its effectiveness for improving teaching and learning This study explores Nepalese EFL teachers perceptions of EAR the ways they explored their classroom issues and how they acted to improve their classroom practices through involvement in an online EAR training course for a year The data collected from interviews and the teachers written reports show that these teachers found EAR to be an effective approach to explore their classroom puzzles or problems and develop informed context sensitive strategies to solve these The findings of this study are relevant for teachers teacher educators and education policymakers in providing insights into the value of EAR for bringing about changes in teaching and learning situations 2022 The Author s Published by Oxford University Press
dc.language	en
dc.publisher	Oxford University Press (OUP)
dc.relation.ispartof	ELT Journal
dc.relation.isbasedon	10.1093/elt/ccac029
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1302 Curriculum and Pedagogy, 1701 Psychology, 2004 Linguistics
dc.subject.classification	Languages & Linguistics
dc.subject.classification	3901 Curriculum and pedagogy
dc.subject.classification	4704 Linguistics
dc.title	Exploratory action research: Experiences of Nepalese EFL teachers
dc.type	Journal Article
utslib.citation.volume	77
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1701 Psychology
utslib.for	2004 Linguistics
utslib.copyright.status	open_access	*
dc.date.updated	2024-04-28T22:54:14Z
pubs.issue	4
pubs.publication-status	Published
pubs.volume	77
utslib.citation.issue	4

Abstract:

The number of reports and publications about exploratory action research EAR has been increasing in recent years however there is still a dearth of studies that examine its effectiveness for improving teaching and learning This study explores Nepalese EFL teachers perceptions of EAR the ways they explored their classroom issues and how they acted to improve their classroom practices through involvement in an online EAR training course for a year The data collected from interviews and the teachers written reports show that these teachers found EAR to be an effective approach to explore their classroom puzzles or problems and develop informed context sensitive strategies to solve these The findings of this study are relevant for teachers teacher educators and education policymakers in providing insights into the value of EAR for bringing about changes in teaching and learning situations 2022 The Author s Published by Oxford University Press

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http://hdl.handle.net/10453/178432