Impact of Collaborative Action Research on Self-Regulated Learning of Iranian AZFA Teachers

Collaborative action research is concerned to improve practice, challenge and reorient thinking about practice and transform through dialogue and collaboration contexts for learning. It makes explicit links between the micro-level of classroom practice and the macro-level of society (Lock and et al. 2013: 112). The current research seeks to study and investigate the effectiveness of collaborative action research on the self-regulated learning of Iranian AZFA (Teaching Persian to Speakers of Other Languages) teachers, in order to determine the impact of conducting a collaborative action research course on Iranian teachers self-regulated learning dimensions. The statistical population of the study consisted of 20 Iranian AZFA teachers (95% female teachers and 5% male teachers) in several AZFA centers from all over the country. In order to collect data, `Yesim et al. (2009) self- regulated learning questionnaire which consisted of 40 items related to 9 dimensions for evaluating self-regulated learning, and action research project were used. Data were analyzed using SPSS software version 26. The results of the study showed that there is a significant difference between collaborative action research and self-regulated learning of Iranian AZFA teachers and the implementation of collaborative action research course has been effective on all dimensions of self-regulated learning of Iranian AZFA teachers except emotional control.