Action Research Practices of English as Foreign Language (EFL) Teachers at Two Ethiopian Public Universities: Implications for Personal and Professional Improvement

Abstract

The study intended to assess EFL teachers’ actual practice of action research and the concomitant change to themselves and to their practices. Analysis of the data collected from EFL teachers and students at Jimma and Hawassa Universities using questionnaires and a Focus Group Discussion (FGD) guide has shown that the majority of the teachers did not consistently do action research and yet those who claimed to have done highly valued the role of action research for betterment of oneself and one’s professional practices. Time constraint, low or little empowerment, and commitment of the teachers with deep-rooted work cultures were rated as the major constraints for not doing action research as required. It has, therefore, been recommended that the universities should empower their respective teachers by creating enabling environments to conduct action research. Equally, the staff members themselves should take the driver’s seat so as to invest their leftover time on action research regardless of the prevailing administrative support and contexts.