| A teacher plays a leading role in teaching. The role of a teacher influences the efficiency of teaching and the effects of learning. The traditional role of a teacher emphasizes the teacher's authority and focuses on his role of delivering knowledge. However, it ignores the necessity of the teacher's self-development. Teachers of English as a Foreign Language ( EFL teachers ) are expected to be "Teacher-Researchers" based on the requirement of their professional development. English teaching development and even that of a human being. The study conducted in this paper aims to find out an effective way of helping EFL teachers become teacher-researchers. After the comparison of some related theories, a hypothesis is raised that promoting the concept of "Reflective Teaching" and carrying out "Action Research" in their language teaching practice might be one of the most effective ways of helping teachers switch to teacher-researchers. Through the data collection and analysis of questionnaires, interviews, EFL teachers' reflective journals and a case study, the above hypothesis has got proved. The conclusion drawn from this study is that the reflective—action research really helps EFL teachers become teacher-researchers. In the reflective teaching cycle, EFL teachers will surely improve the efficiency of teaching and learning by reflecting on their day-to-day teaching behaviors, finding out the potential problems, making decisions and solving problems through action research. |
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