Research and reflective practice in the EFL classroom: Voices from Armenia

Abstract

A sociocultural perspective of teacher development honours the rich knowledge base that teachers workfrom as they strive to connect theory (“expert” knowledge) to practice (“experiential” knowledge). Thepresent paper explores classroom research and reflective practice as forms of teacher-led inquiry for theEFL context. In particular, this study explores the extent to which Armenian EFL teachers engage inclassroom research, the challenges they face therein, and whether or not they consider themselves to bereflective practitioners. The findings are presented against the backdrop of the Armenian context withrecommendations for cultivating teacher-led inquiry to promote teacher development in a range of EFL settings.