Abstract:
This study aims to reveal EFL teachers’ perceptions on action research and its perceived
contribution to improve ELT. The main objective of the study, therefore, was to
investigate EFL teachers’ perception on action research and perceived contribution of it to
improve English Language Teaching with relation to six government secondary and
preparatory schools of Kembata Tembaro Zone, SNNPRS. In order to attain the
objectives, the study used both quantitative and qualitative research approach for data
collection and analysis. The participants of the study were 42 English language teachers
in the six schools who were selected using comprehensive sampling. While
questionnaire was used to collect data from teachers, interview was held with six
randomly selected English language teachers in the six schools. The interviewees were
interviewed using semi-structured questions in conversational style. To analyze
quantitative data, frequency and percentage were used. The data were presented in
narrative forms based on the participants’ understanding and interpretation in addition to
my reflective analysis. As the findings, EFL teachers’ perception on action research in the
six schools was very low. Only 24.6% had conducted action research in their schools.
Most of the teachers in the six schools did not understand the contribution of action
research work. Teachers should perceive action research works positively and use the
findings. This helps them to become eager for next operations.
