Action Research in Language Learning  
	Debby Zambo, Arizona State University

For many foreign and second language teachers professional development 
opportunities take place at once-a-year conferences and sometimes during 
a one day staff development.  Is it any wonder these “try it out on 
Monday!” workshops are limited and quickly fade from memory?  The purpose 
of this paper is to explore the critical question:  What happens when 
teachers apply a teacher action research (TAR) strategy for improving 
classroom practice?  I will start with a definition and then outline a 
set of steps for conducting this type of research.  Next, one teacher 
tells her own “story” and shares reflections on growth and development.   
Finally, I posit the importance of this kind of research in making 
contributions to language teaching and learning inquiry.  

Academic Exchange Quarterly Fall 2005 Volume 9, Issue 3 Order Copy
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