An Action Research to Enrich Teaching-Learning Processes in EFL Settings

Year 2025, Volume: 12 Issue: 4, 38 - 61, 01.07.2025

Saim Akman , Nuray Senemoğlu

https://doi.org/10.17275/per.25.48.12.4

Abstract

This study aims to investigate the effectiveness of enriched teaching-learning processes designed to address the objectives of the English as a foreign language curriculum. In this action research study, the teacher-researcher designed teaching-learning processes that meet the objectives of the 9th grade English curriculum to enhance students’ learning levels. In line with the nature of action research, both qualitative and quantitative data were employed. Three classes of equal/similar nature in a high school were selected as two action research groups and one control group. While the quantitative data were analyzed using analysis of covariance, the qualitative data were analyzed using descriptive analysis. The results showed that there was a significant difference between the groups in the post-test in the skills of listening, speaking and writing in favor of the action research groups. There was no statistically significant difference between the groups in reading skills. The teacher journal indicated that the teaching-learning processes were mostly appropriate for teaching English in EFL environments. The results point to that the teaching-learning processes used in the study had a significant impact on students' academic self-concept and academic achievement levels, highlighting the importance of high-quality instruction. It also revealed that teachers should be aware of the level and needs of their students and align the teaching-learning processes with the curriculum by designing their own teaching-learning processes to overcome the limitations of textbooks.

Keywords

Foreign language teaching , action research , teaching-learning processes , quality of Instruction

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