Towards an Action Research Approach to ELT in Morocco

The book is a study that investigates the teachers' perceptions of the need for an action research approach to EFL in the Moroccan context.The major objectives of the study were fourfold. First, to determine the EFL teachers' perceptions of the need for action research; second, to find out how widespread the knowledge and practice of action research are among Moroccan EFL teachers; third, to identify the main obstacles that prevent teachers from engaging in action research; and fourth, to suggest potential solutions likely to enhance the EFL teachers' motivation to adopt action research as an integral part of their teaching practices. In this study, it is implicated that an urgent change in the role of ELF teachers is deemed necessary for them to be actively involved in the process of change and reform. As Schielder (1994) put it, "any attempt to reform education cannot be achieved without teacher change".Therefore, action research is needed because it can help teachers assume new influential and transformative roles and thus be more effective players in process of reforming the Moroccan educational system and not merely observers watching the process moving back and forth

Autorentext

El autor es profesor de inglés de secundaria. Es licenciado en Lingüística por la Universidad Abdemalik Essaadi de Tetuán. También es titular de un Máster en Estudios Aplicados de Lenguas e Investigación en Educación Superior por la facultad de Dahr Mhraz de Fez. Sus intereses de investigación incluyen el pensamiento crítico, la creatividad, el SLA y la ELT.

Klappentext

The book is a study that investigates the teachers' perceptions of the need for an action research approach to EFL in the Moroccan context.The major objectives of the study were fourfold. First, to determine the EFL teachers perceptions of the need for action research; second, to find out how widespread the knowledge and practice of action research are among Moroccan EFL teachers; third, to identify the main obstacles that prevent teachers from engaging in action research; and fourth, to suggest potential solutions likely to enhance the EFL teachers motivation to adopt action research as an integral part of their teaching practices. In this study, it is implicated that an urgent change in the role of ELF teachers is deemed necessary for them to be actively involved in the process of change and reform. As Schielder (1994) put it, any attempt to reform education cannot be achieved without teacher change .Therefore, action research is needed because it can help teachers assume new influential and transformative roles and thus be more effective players in process of reforming the Moroccan educational system and not merely observers watching the process moving back and forth