Reflecting on Action Research Implementation: A Teacher-Researcher’s Experience in Teaching EFL Opinion Essays through the Process-Genre Model

Abstract

This study explores a teacher-researcher’s reflection on the implementation of action research in teaching EFL opinion essay writing through the Process-Genre Model (PGM). The study adopts a qualitative action research design guided by the cyclical framework of planning, acting, observing, and reflecting. The research was conducted with 42 second-year EFL teacher-training students at a Mongolian university. Data were collected through classroom observation and the teacher-researcher’s reflective journal during the intervention. The study examines how the teacher-researcher interpreted and evaluated the implementation process of the PGM across different stages of instruction. Reflective analysis revealed several important findings. First, action research enabled continuous adaptation of teaching strategies according to students’ needs and classroom dynamics. Second, the reflective process increased the teacher-researcher’s awareness of instructional strengths and challenges, especially in scaffolding writing skills and organizing collaborative activities. Third, action research contributed to the development of a more responsive and context-sensitive teaching approach. The findings suggest that action research plays an important role in improving teaching practices and connecting theory with classroom application. The study highlights the value of action research as a practical and reflective tool for EFL teachers seeking to improve writing instruction in real educational contexts.