Examining Current and Future Ecuadorian Educators' Experiences Using Action Research in the English as a Second Language Classroom

Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: [email protected]; Web site: https://revistas.unal.edu.co/index.php/profile/

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15

Action Research; Second Language Learning; Second Language Instruction; Private Schools; Case Studies; Public School Teachers; Preservice Teachers; Student Diversity; Teacher Attitudes; Student Attitudes; Outcomes of Education; Research Training; Foreign Countries; English (Second Language); Teacher Workshops; Knowledge Level; Language of Instruction; Educational Change; Teaching Methods

1657-0790

This paper reports on Ecuadorian pre-service and in-service teachers' ability to conduct action research in the classroom as well as their skills to efficiently adjust instruction to address students' cultural and linguistic diversity. A qualitative case study approach was implemented to collect information from teacher candidates in 2015, in-service teachers from a public school in 2017, and in-service teachers from a private school in 2019. Data were collected through focus groups and interviews conducted in Spanish. Findings suggest that training teachers to conduct action research will improve their ability to analyze data and improve students' learning outcomes.

As Provided

2021

EJ1284197