Çevrimiçi Eylem Araştırması Uygulamalarıyla İngilizce Öğretim Görevlilerinin Öğretmen Etmenliklerinin Geliştirilmesi
CUKUROVA UNIVERSITY FACULTY OF EDUCATION JOURNAL, cilt.55, sa.2, ss.683-724, 2026 (ESCI)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 55 Sayı: 2
- Basım Tarihi: 2026
- Dergi Adı: CUKUROVA UNIVERSITY FACULTY OF EDUCATION JOURNAL
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI)
- Sayfa Sayıları: ss.683-724
- Akdeniz Üniversitesi Adresli: Evet
Özet
Effectiveness of teachers hinges on how they define tasks, use strategies, realise that they can succeed, and solve the problems they face—that is, how agentic they are (Bray Clark & Bates, 2003). Action research is closely linked to teacher agency because it empowers and supports teachers by promoting sense of agency and ownership to deal with their own problems. Hence, teacher agency is closely related to teacher effectiveness. Accordingly, the aim of the present study is to explore the effects of implementing online action research on EFL instructors’ use of agency in the classroom. Seven EFL instructors, who work at a state university in Antalya, Turkey participated in the study. Data gathering instruments included a teacher agency scale, semi-structured interviews, and lesson observation techniques administered before and after the AR procedure. The data were analysed using content analysis and comparative examination of pre- and post-implementation results. The study revealed that the AR procedure led participants to take more action during the teaching and learning process, do more than what was originally planned, reflect more critically on their teaching, and learn from others through collaborative knowledge and experience sharing. These findings suggest that incorporating AR into professional development programmes may enhance teacher agency and support autonomous pedagogical decision-making.