TEACHER DEVELOPMENT - EXPLORATORY ACTION RESEARCH: EVIDENCE FROM ENGLISH LANGUAGE TEACHING IN UZBEKISTAN
https://doi.org/10.5281/zenodo.19780670
Kalit so‘zlar
-Annotasiya
training or prescribed methodologies. Increasingly, teachers are expected to reflect on their own practice and adapt to the realities of their classrooms. One approach that supports this process is Exploratory Action Research (EAR), which allows teachers to investigate their teaching while continuing their everyday work. This article explores the role of EAR in supporting professional development, with a particular focus on the Uzbek educational context. It also presents a small-scale classroom inquiry into student participation in speaking tasks. The findings suggest that EAR can help teachers better understand their learners, make more informed decisions, and gradually improve classroom interaction. At the same time, certain practical challenges remain, including time limitations and a lack of institutional support.
Foydalanilgan adabiyotlar ro‘yhati
Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7(2), 113–141.
Borg, S. (2018). Teacher evaluation: Global perspectives and their implications for English language teaching. ELT Journal, 72(1), 5–13.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge.
Hanks, J. (2017). Exploratory practice in language teaching: Puzzling about principles and practices. Palgrave Macmillan.
Horwitz, E. K. (2016). On the misreading of Horwitz, Horwitz, and Cope (1986). The Modern Language Journal, 100(4), 932–935.
Kemmis, S., & McTaggart, R. (1988). The action research planner. Deakin University Press.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. Cambridge University Press.
Smith, R., & Rebolledo, P. (2018). A handbook for exploratory action research. British Council.
