Teacher Expertise Development through Action Research: A Chinese Case

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Abstract

This study examines how two teachers enhanced their expertise in L2 writing instruction through action research (AR) at a university in China that employs English-medium instruction. Students often faced challenges with paragraph writing (PW) in research papers due to insufficient follow-up and feedback. To address this, the teachers implemented collaborative AR to refine their workshop, improving its effectiveness in supporting students’ PW skills. Throughout the AR process, they analyzed students’ writing samples, revised their instructional methods, formulated research questions, and executed action plans aligned with AR principles. Each cycle prompted intentional curriculum revisions aimed at accommodating diverse student needs. The findings provide insights for teachers, teacher educators, and school leaders seeking to foster teacher expertise and professional development through AR.

Authors

• Hyun Jung Joo, Chinese University of Hong Kong - Shenzhen

• Yang Yang, The Chinese University of Hong Kong, Shenzhen