Using Action-Research Based Program for Enhancing EFL Pre-Master Students' Information Literacy Skills and Self-Reflective Inquiry

Abstract

The present study was conducted to investigate the impact of using a program based on action research for developing EFL pre-master students' information literacy skills and selfreflective inquiry. The study used the quasi-experimental research design (pre-post control group design). Thirty EFL pre-master students enrolled in the special diploma at the Faculty of Education were randomly assigned to two intact groups: experimental and control. The students in the experimental group only were instructed using a program based on action-research whereas their counterparts did not receive such training as they received regular instruction. Tools of the study included a questionnaire of EFL teachers' research perceptions, a test of research academic knowledge, a scale of information literacy skills and a scale of self-reflective inquiry. Analysis of data obtained by students (using t-test and eta-squared formula) revealed that the students in the experimental group significantly surpassed their counterparts in the control group in the post-performance on the test of research academic knowledge, a scale of information literacy skills and a scale of selfreflective inquiry.