چکیده:
Action research is a small-scale intervention in the functioning of the real world to address practitioners’ own issues and carry out a close examination of the effects of such an intervention. Classroom-based research، or action research، can be the viable solution to some pandemic academic sluggishness and scientific apathy. However، the erroneous impression that research is an elite discipline belonging to certain talented or conversely boring individuals who always constrain themselves to their desks dissuades some teachers from engaging with action research in the local contexts. This small scale qualitative study was an attempt to investigate the reasons that hamper the Iranian EFL teachers teaching in language institutes to do action research. To this end، a total of 12 Iranian EFL teachers (8 females and 4 males) were chosen through the convenience sampling procedure to take part in the study. The semistructured individual interviews were used to gather the data. Results of the content analysis revealed that such factors as (a) attitude toward action research، (b) lack of fund and support، (c) lack of cooperation among colleagues، and (d) lack of knowledge and confidence in doing action research led to the teachers’ apathy in regard to doing action research.
خلاصه ماشینی:
This small scale qualitative study was an attempt to investigate the reasons that hamper the Iranian EFL teachers teaching in language institutes to do action research.
In fact, solving educational problems based on findings obtained from action research has attracted more attention and been a great improvement over teachers' subjective judgment and decisions that are sometimes based on limited personal experience (Best & Kahn, 2006).
In action research, there is an attempt to gather information in order to find out how an institute or a school operates, how teachers' practices work and how well and effectively students learn (Mills, 2000).
In other words, much of the research is carried out for intellectual reasons, including answering intriguing questions or exploring and addressing new areas, whereas the purpose of action research is to make change in personally experienced situations with the aim of solving pedagogical problems and improving situations (Taber, 2007).
Although facing numerous pedagogical issues worthy of investigation, the EFL teachers teaching in language institutes in Y asouj, a city located in the southwest of Iran, are disinclined and unwilling to engage with action research.
The purpose of this small scale qualitative study was to find out why the Iranian EFL teachers teaching in language institutes in Y asouj were unwilling to conduct action research.
3. Results The objective of the present qualitative study was to find out why the Iranian EFL teachers teaching in language institutes in Y asouj were disinclined to carry out action research in their local contexts.