一位大学英语教师自主发展的叙事研究的开题报告Title:ExploringNarrativeInquiryinEnglishasaForeignLanguageTeaching:ATeacher’sDevelopmentalJourneyBackground:Narrativeinquiryisbecomingincreasinglypopularinthefieldoflanguageeducationresearch,asitoffersanopportunitytounderstandindividualexperiencesandthewaysinwhichlanguagelearningtakesplaceinnaturalsettings.However,researchonnarrativeinquiryinEnglishasaforeignlanguage(EFL)teachingisstilllimited,andlittleevidence-basedguidanceisavailableforEFLteacherswhowanttointroducenarrativeinquiryintotheirteachingpractices.AsanEFLteacherandresearcher,Iaminterestedinexploringnarrativeinquiryasatoolforlanguagelearningandasaformofprofessionaldevelopmentformyself.Objectives:Thisstudyaimsto:1)ExploretheeffectivenessofnarrativeinquiryasatoolforEFLteachingandlearning.2)UnderstandtheimpactofnarrativeinquiryonmyprofessionaldevelopmentasanEFLteacher.3)Provideevidence-basedguidanceforotherEFLteacherswhowanttousenarrativeinquiryintheirteachingpractices.Methodology:Thisstudywilluseanarrativeinquiryapproach,whichinvolvescollectingpersonalstoriesandreflectionsfrombothmyselfandmystudents.Thestudywillbeconductedinaseriesoffourclasses,whereIwillintroducenarrativeinquiryasateachingtoolandguidemystudentsinconductingtheirowninquiryprojects.Datawillbecollectedthroughobservation,audiorecordings,andreflectivejournals,andwillbeanalyzedusingathematicanalysisapproach.Expectedoutcomes:ThisstudyisexpectedtocontributetothefieldofEFLteachingandlearningby:1)ProvidingabetterunderstandingoftheeffectivenessofnarrativeinquiryinEFLteachingandlearningcontexts.2)OfferinginsightintothewaysnarrativeinquirycanbeusedforprofessionaldevelopmentofEFLteachers.3)ProvidingpracticalguidanceforEFLteacherswhowanttousenarrativeinquiryintheirownteachingpractices.Conclusion:NarrativeinquiryisavaluableandunderexploredtoolforEFLteachingandlearningandcanalsohaveasignificantimpactontheprofessionaldevelopmentofEFLteachers.Thisstudywillcontributetoanexpandingbodyofresearchonnarrativeinquiryinlanguageed