Exploring the Factors Influencing Novice Saudi EFL Teachers’ Implementation of Educational Action Research as a Professional Development Tool
DOI:
https://doi.org/10.17507/tpls.1512.18Keywords:
pre-service teachers, ELT practices, novice educationists, knowledge-doing gap, teachers’ intrinsic motivationAbstract
This research investigates the readiness of novice Saudi EFL teachers to adopt Educational Action Research (EAR) as a professional development strategy in higher education institutions. Despite growing interest in using EAR to enhance teaching practices and continuous professional development (CPD), this area remains underexplored in Saudi EFL literature. Employing a qualitative methodology, the study utilizes face-to-face semi-structured interviews with ten novice Saudi higher education EFL instructors to examine their foundational knowledge of EAR, the factors influencing their engagement with EAR practices, and the motivators driving their willingness to adopt EAR strategies. The findings highlight three key factors influencing readiness: (1) prior exposure to EAR, (2) pre-service education and training, and (3) intrinsic motivation as part of their learning agility. However, the study also identifies significant barriers, including inadequate practice opportunities and insufficient training. Notably, high levels of self-motivation were found to help teachers prepare for EAR implementation. To bridge the gap between theory and practice, targeted training programs and curriculum integration are recommended to optimize the use of EAR for improved teaching outcomes.
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