{'fraction_non_alphanumeric': 0.015727391874180863, 'fraction_numerical': 0.0, 'mean_word_length': 5.701754385964913, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A REFLECTIVE SELF-INQUIRY INTO MY TEACHING PRACTICES WITH NON-ENGLISH-MAJOR TECHNOLOGICAL UNIVERSITY STUDENTS

Action research allows teachers to evaluate and gain insight into their own practices in their teaching contexts through reflection, and inquire into ways to improve their practices and student learning outcomes. This study is a reflective self-inquiry in which the research team engages in a deliberate and retrospective analysis of the principal investigator’s teaching practices. The purpose is to identify possible factors that cause the low performance of non-major “English as a Foreign Language” students in her university English classes and propose alternative instructional practices and evaluative measures to manage their learning problems.