The Use of Action Research in EFL Socio-professional Context: Students-teachers’ Perceptions


  • Liqaa Habeb Al-Obaydi University of Diyala College of Education for Human Sciences, English Department
  • Nashruddin STKIP Muhammadiyah Barru
  • Fakhriawan Fathu Rahman Hasanuddin University
  • La Ode Achmad Suherman Universitas Muhammadiyah Buton



Action Research, Socio-professional Context, Student-teachers


The present study intends to shed light on student-teachers perceptions towards using action research in English language classes. This study aims at ensuring full understanding of the term “action research” by student-teachers, exploring their perceptions toward using it, identifying the problems that student-teachers may face in a socio-professional context in the intercourse to the use of action research, and showing if they have any future intentions to use it in their classes. Fifty students were chosen randomly from Diyala University, College of Education for Human Sciences, English Department to represents the study sample. A questionnaire of four parts that the researchers constructed was adapted as a primary study instrument. The final statistical results show that student-teachers have positive perceptions toward using action research in the English language teaching classes.


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Author Biography

Liqaa Habeb Al-Obaydi, University of Diyala College of Education for Human Sciences, English Department

Liqaa Habeb Al-Obaydi has a Ph.D. in English Language Teaching from the University of Baghdad. She currently works as Asst. Prof. in the English Department, College of Education for Human Sciences, at the University of Diyala, Iraq. Her research interests include the new trends of English language teaching and the use of innovative technologies in teaching English as a foreign language.


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How to Cite

Al-Obaydi, L. H., Nashruddin, Rahman, F. F., & La Ode Achmad Suherman. (2021). The Use of Action Research in EFL Socio-professional Context: Students-teachers’ Perceptions. ELS Journal on Interdisciplinary Studies in Humanities, 4(2), 232-240.