Vietnamese High-school English Teachers’ Competence and Difficulties in Doing Action Research

: This study examines Vietnamese high-school teachers’ research competence and research difficulties in action research. Using a questionnaire (70 items, α = 0.809) and follow-up semi-structured interviews, the researchers confirmed that the top-rated competencies aligned with the traditional roles of high school English teachers, including giving feedback, using visual aids for presentations, and self-assessment. However, teachers were least confident in their research skills and techniques. Thematic analysis complemented the quantitative data, ascribing the underdeveloped research capacity to a lack of guidelines, motivation, and resources. Consequently, the practice of Action research might be improved with the cultivation of a teacher research culture and other incentives.

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