Examining Preservice Teachers' Experiences With Action Research in a Second Language Acquisition Course

• In Event: Insights From Research on Equity Issues in Second-Language Teaching and Teacher Education

Abstract

This pilot study, employing a convergent, mixed-method design approach, sought to investigate the experiences of preservice teachers conducting action research with adult English learners for the first time in an undergraduate Second Language Acquisition (SLA) course and whether these experiences supported their beliefs on language learning and teaching. The findings revealed that the majority of these preservice teachers experienced a significant transformation in their beliefs, shifting from the behaviorist views on language learning to the communicative language teaching, and indicated positive outcomes when conducting action research, which in turn had positive effects on their understanding of second language acquisition research, the overall inquiry process, and their role as educators. Future implications and recommendations were discussed.

Author

• Katya Koubek, James Madison University