Challenges Encountered by Pre-service English Language Teachers in Conducting Classroom Action Research in Thailand
Main Article Content
Keywords
Classroom Action Research, Pre-service teachers, Teaching Practicum
Abstract
Conducting research presents challenges for all researchers, but it is particularly challenging for preservice teachers (PSTs) to engage in the research process for the first time. This paper explores preservice English language teachers' challenges in classroom action research (CAR) and how they overcome them. This qualitative study employed a purposive sampling technique and involved twenty-three English PSTs in Thailand. They participated in a focus group interview. Data from the interview was analyzed using a content analysis. It was discovered that PSTs encountered challenges that can be classified into three main categories: research-related, writing, and personal issues. To solve the problems, conducted literature reviews and relied heavily on their research advisors. The findings revealed insufficient preparation for conducting CAR, raising concerns about professional and the ability to carry out CAR in the future. The implications offer insights for professional communities.
References
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Semathong, S. (2023). Participatory action research to develop the teachers on classroom action research. Shanlax International Journal of Education, 11(3), 29-36. https://doi.org/10.34293/education.v11i3.6118
Shahmohammadi, N. (2015). Competent teacher characters from students’ point of view. Procedia-Social and Behavioral Sciences, 205(2015), 242-246. https://doi.org/10.1016/j.sbspro.2015.09.067
Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2). https://doi.org/10.1187/cbe.20-12-0289
Thu, P. P., & Than, Z. N. (2021). An analytical study of benefits and challenges of conducting action research in education colleges. Journal of the Myanmar Academy of Arts and Science, 19(9A), 145-158. http://maas.edu.mm/Research/Admin/pdf/11.%20U%20Pyae%20Phyo%20Thu(145-158).pdf
Tindowen, D. J., Guzman, J., & Macanang, D. (2019). Teachers' conception and difficulties in doing action research. Universal Journal of Educational Research, 7(8), 1787-1794. https://doi.org/10.13189/ujer.2019.070817
Booth, W. C., Colomb, G. G., & Williams, J. M. (2016). The craft of research, Fourth edition. University of Chicago Press.
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge. http://ci.nii.ac.jp/ncid/BB00607562
Creswell, J. W. (2018). Research Design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Damayanti, A. M., Syamsiyah, N., & Endang. (2021). The role of metacognitive skills in developing the 21st century skills. Educational Studies: Conference Series, 1(1), 26-31. https://doi.org/10.30872/escs.v1i1.856
Faikhamta, C., & Clarke, A. (2015). Thai pre-service science teachers engaging action research during their fifth-year internship. Asia Pacific Journal of Education, 35(2), 259-273. https://doi.org/10.1080/02188791.2013.860011
Farrell, T. S. C. (2016). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12-19. https://doi.org/10.1016/j.system.2016.07.005
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to Design and evaluate research in education. McGraw-Hill Education.
Güner, P., & Erbay, H. N. (2021). Metacognitive skills and problem-solving. International Journal of Research in Education
and Science, 7(3), 715-734. https://doi.org/10.46328/ijres.1594
Ifeoma, O. D. (2019). Examining the challenges faced by undergraduate students in writing research projects [Unpublished postgraduate diploma project, National University of Science and Technology]. National University of Science and Technology, Zimbabwe. https://doi.org/10.13140/RG.2.2.24476.64643
Imsa-ard, P. (2024). Research writing. Threelada. Irfan, I., Prastowo, A., Fatonah, S., Malahati, F., Jannati, P., & Nurjanna, U. A. (2023). Analysis of research skill in understanding research method to prospective teachers at Islamic elementary school. JIP Jurnal Ilmiah PGMI, 9(1), 61-71. https://doi.org/10.19109/jip.v9i1.17090
Irwandi, N., Khairuddin, N., Alwi, N. A., & Helsa, Y. (2019). Classroom action research for improving teacher's profesionalism. Journal of Physics Conference Series, 1321(2), 022093. https://doi.org/10.1088/1742-6596/1321/2/022093
Isaacson, R. M., & Fujita, F. (2006). Metacognitive knowledge monitoring and self-regulated learning: Academic success and reflections on learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39-55. https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1624
Johnson, R. B., & Christensen, L. (2014). Educational Research: Quantitative, Qualitative, and Mixed Approaches (5th edition). SAGE Publications.
Ketsing, J. (2017). Preservice science teachers' challenges in doing classroom action research and learning activities to cope with the challenges. Kasetsart Journal of Social Sciences, 38(1), 457-469. https://so04.tci-thaijo.org/index.php/kjss/article/view/242643
Lateh, A., Waedramae, M., Weahama, W., Suvanchatree, S., Yeesaman, N., Buathip, S., & Khuhamuc, S. (2021). Developing action research model for Thai tertiary classrooms. International Journal of Instruction, 14(1), 567-586. https://doi.org/10.29333/iji.2021.14134a
Manitzas Hill, H. M., ZwahrCastro, J., & Gonzalez, A. III. (2022). Evaluating research self-efficacy in undergraduate students: Experience matters. Journal of the Scholarship of Teaching and Learning, 22(1), 67-80. https://doi.org/10.14434/josotl.v22i1.31203
Mettetal, G. (2002). The what, why and how of classroom action research. Journal of the Scholarship of Teaching and Learning, 2(1), 6-13. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1589
Noom-Ura, S. (2013). English teaching problems in Thailand and Thai teachers' professional development needs. English Language
Teaching, 6(11), 139-147. https://doi.org/10.5539/elt.v6n11p139
Oestar, J., & Marzo, C. (2022). Teachers as researchers: Skills and challenges in action research making. International Journal of Theory and Application in Elementary and Secondary School Education, 4(2), 95-104. https://doi.org/10.31098/ijtaese.v4i2.1020
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and policy in mental health and mental health
services research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-7
Pentang, J. T., & Domingo, J. G. (2024). Research self-efficacy and productivity of select faculty members: Inferences for faculty development plan. European Journal of Educational Research, 13(4), 1693-1709. https://doi.org/10.12973/eu-jer.13.4.1693
Phanoomupparkan, P. (2021). A needs assessment in classroom action research of pre-service teachers. Journal of Educational Measurement, 27(2), 207-220. https://so02.tci-thaijo.org/index.php/jemmsu/article/view/243337
Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.913219
Ryan, T. G., Young, D. C., & Kraglund-Gauthier, W. L. (2017). Action research within pre-service teacher education. Transformative Dialogues: Teaching and Learning Journal, 10(3). https://journals.psu.edu/td/article/view/831
Semathong, S. (2023). Participatory action research to develop the teachers on classroom action research. Shanlax International Journal of Education, 11(3), 29-36. https://doi.org/10.34293/education.v11i3.6118
Shahmohammadi, N. (2015). Competent teacher characters from students’ point of view. Procedia-Social and Behavioral Sciences, 205(2015), 242-246. https://doi.org/10.1016/j.sbspro.2015.09.067
Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2). https://doi.org/10.1187/cbe.20-12-0289
Thu, P. P., & Than, Z. N. (2021). An analytical study of benefits and challenges of conducting action research in education colleges. Journal of the Myanmar Academy of Arts and Science, 19(9A), 145-158. http://maas.edu.mm/Research/Admin/pdf/11.%20U%20Pyae%20Phyo%20Thu(145-158).pdf
Tindowen, D. J., Guzman, J., & Macanang, D. (2019). Teachers' conception and difficulties in doing action research. Universal Journal of Educational Research, 7(8), 1787-1794. https://doi.org/10.13189/ujer.2019.070817
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Published
Sep 25, 2025
Article Details
How to Cite
Niwesworakarn, N., Petkaew, J., Sutanan, P., & Gujral, T. (2025). Challenges Encountered by Pre-service English Language Teachers in Conducting Classroom Action Research in Thailand. AsTEN Journal of Teacher Education, 9(2). https://doi.org/10.56278/asten.v9i2.3256
Section
Section 1: Research Articles and Research Briefs
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