Abstract
This paper reflects upon the author’s personal experience of practitioner research in my own workplace. The study was conducted to investigate the impact of Collaborative Strategic Reading (CSR), a collaborative comprehension strategy instruction with the combination of small group discussion and reading strategies in an EFL context at the university level. The participants were 110 students from two intact classes of a university in southern Taiwan. It adopted a mixed-method design and multiple types of data were collected including a standardised reading measure pre-test and post-test, the participants’ responses to a questionnaire survey, field notes, group interviews and transcription data of group discussions during CSR. To start with, this paper defines the practitioner research and discusses the merits and criticism of the practice. It also investigates the challenges in terms of ethical and methodological dilemmas by discussing the teacher’s role, ethics consideration as well as the issues of validity and reliability and how I resolved the dilemmas to ensure the quality of the search. It is hoped that these reflections can provide some insights for those who are interested in practitioner research in their own contexts. Article visualizations:
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