Embracing change through action research for better practice

Abstract

English as a foreign language (EFL) learners need to possess a sufficient range of vocabulary that not only enables them to communicate their thoughts and ideas effectively but also facilitates the development of higher-level language skills, including an appropriate utilization of diverse and sophisticated language. Although vocabulary holds immense significance in language learning, the prevailing challenge lies in students' lack of motivation to obtain new words. The present investigation originates from the recognition of this challenge by a teacher-researcher in an EFL context. By employing exploratory action research (EAR) methodology, the teacher-researcher examines the causes of the problem in the class and develops strategies to explore potential strategies for mitigating it. By gathering data from the immediate classroom context, the teacher-researcher formulates a series of action plans to explore whether the students' vocabulary can be enhanced and positive attitudes towards various vocabulary-related activities can be cultivated. The findings indicate that, for genuine comprehension and retention, students should actively engage with target words in purposeful ways. Integrating meaningful activities into the lessons and addressing students' desire to form sentences to express themselves better are some ways that may benefit vocabulary learning. The stages of the EAR are expected to shed light on how changes in an EFL vocabulary class help teachers embrace change through action research for better practice and EFL vocabulary.