Classroom Action Research (CAR): an investigation into English language teachers' perceptions, practices, and reflections after engaging in CAR

This study investigates language teachers’ perceptions of Classroom Action Research (CAR). Language teachers in this context are those who teach EAP, ESL, English for Academic Purposes (EAP), as a Second Language (ESL), as a Foreign Language (EFL), to non-native speakers of English. This research explores English language teachers’ understanding and perceptions of CAR, specifically whether they have engaged in or are currently engaged in CAR, and the extent to which they collaborate and perceive autonomy in their classrooms. It also examines teachers’ reflections following the completion of their CAR. Forty-six EAP/ESL/EFL tutors completed a questionnaire, exploring perceptions of CAR, collaboration, and autonomy. Semi-structured interviews with fifteen EAP/ESL/EFL teachers provided further insight into their views of CAR and autonomy. Additionally, four EAP teacher-researchers received CAR training and implemented CAR in their classrooms. These teacher-researchers participated in two focus groups, maintained reflective diaries, and completed final exit interviews to explore perceptions during and after conducting CAR. Findings revealed that teachers viewed CAR as valuable, recognising its positive influence on teaching and learning. English language tutors engaging in CAR, often informally, with reflection, planning, and experimentation forming an integral part of their practice. They also reported strong autonomy in selecting, administering and adapting classroom materials. Even so, many still lack a comprehensive understanding of CAR, largely due to limited training and workplace support, as research is frequently undertaken only for qualification purposes. Teachers who conducted CAR voiced the importance of collaboration and critical self-reflection as key enablers to CAR. The implications of this research provide valuable insights for language teachers, teacher-researchers, managers, and teacher educators seeking to embed CAR into professional development frameworks. It highlights the importance of accessible training, collaborative and reflective opportunities to support language teachers in integrating CAR meaningfully into their practice.