Abstract
This study highlights the importance of action research in the process of EFL teaching. It shows how the teacher can utilize action research as a vital means for promoting learning outcomes and solving teaching problems encountered in the classroom. The paper presents the results of a teaching experiment, employing collaborative action research in two EFL classes in which English was taught through English. The use of action research inspired the authors to develop a teaching approach that takes learners’ linguistic, cognitive and affective traits into consideration. The experiment was applied throughout a whole semester. The paper reports on the workability and success of this approach in creating a thriving teaching learning atmosphere. The results also supported and recommended the use of collaborative action research in solving teaching problems in classrooms.
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