Drawing on Vygotsky's "space framework" (Harré, 1984; Mostofo & Zambo, 2015), this article reports the findings of our action research project that examined student teachers' beliefs and behavior changes while completing a qualitative research project. Our research question was, "to what extent do student teachers change their beliefs and behaviors about qualitative research (QR) after participating in a two-workshop series of qualitative designs in language classrooms and doing a mini-project?" The participants of this study were eight student teachers at an Indonesian university, and the research data was collected through questionnaires and interviews. The study's findings show that student teachers changed their beliefs and practices about QR because they were shown how to do QR by an experienced professional qualitative researcher and conducted a mini-project. In addition, the workshops and the mini-project inspired and encouraged them to become qualitative researchers in TESOL and increased their research literacy such as how to find a research area and setting research goals.


action research, students’ beliefs about qualitative research, Vygotsky space framework

Author Bio(s)

Junjun Muhamad Ramdani is currently a PhD candidate at the School of Education, University of New South Wales, Australia. He is also a faculty member of the English Education Department of Universitas Siliwangi, Indonesia. He has taught English for eight years. His research interests are language teacher professional development, teaching English speaking, TELL, and qualitative research in ELT. Correspondence regarding this article can be addressed directly to junjunmuhamad@unsil.ac.id.

Elih Sutisna Yanto obtained his MA in English Education at Universitas Profesor DR. Hamka, Jakarta, Indonesia, in 2012. He is a lecturer at Universitas Singaperbangsa Karawang, West Java, Indonesia. His professional interests include language teaching methodology, systemic functional linguistics (SFL) in language education and the use of corpus in teaching grammar.

Melisa Sri earned her MA in English Education at Universitas Sebelas Maret, Solo, Indonesia, in 2014. She is a lecturer at Universitas Siliwangi, West Java, Indonesia. Her professional interests include teaching reading and writing and teaching English for specific purposes.

Rahmat Djunaedi is a faculty member of the English Education Department of Universitas Siliwangi, Indonesia. His research interests include teaching public speaking and critical discourse analysis in language education.


We would like to thank all students who participated in this study. We also would like to express our sincere gratitude to Ronald J. Chenail for his feedback on the earlier manuscript, and we would like to thank to Dan Wulf for his helpful guidance and feedback during the revision process. We are also grateful to Handoyo Puji Widodo for his insightful guidance in the workshops. Funding This work has been generously supported by the Indonesia Endowment Fund for Education (LPDP).

Publication Date


Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.