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【Abstract】 An action research in oral English teaching was conducted to improve higher vocational students’ motivation and engagement. After the course of 4 research phases， student academic performance has been increasingly improved in the oral English classroom.
【Key words】action research; higher vocational students; oral English teaching
【作者簡介】李东明（1987-），男，甘肃天水人，铜仁职业技术学院讲师，硕士，研究方向：语用学、英语教学;Alexander Hardin（1993.05-），美国俄亥俄州人，铜仁职业技术学院教师，助教，研究方向：英语教学、国际关系。
【基金项目】2016年贵州省教育科学规划课题“基于行动研究的贵州高职青年英语教师实践共同体研究”（2016C 057）阶段成果。
1. Introduction
The acquisition of a new language requires dedication， persistent effort， and confidence in learner’s ability to improve. It is especially true of the acquisition of oral language skills， which learners often find difficult to facilitate through self-study. Recognizing the importance of the educator’s role in this realm， the researcher suggests， “students do not necessarily enter the course with an integrative drive that carries them through， especially in a [foreign language] setting”. In order to raise student academic performance in the oral English， increasing student motivation and engagement is a necessary element for success. Thus， the present study aims to implement an action research for improving higher vocational students’ motivation and engagement in oral English teaching.
2. Establishing the Research Question
The paper seeks to address several questions regarding student motivation and the ways in which it can be improved upon. These guiding questions have been：
（1） What are the main factors that cause students to feel a lack of motivation when studying oral English？
（2） How can classroom activities and procedures be adapted to better address these core issues in order to increase engagement among student participants？
（3） How can classroom activities and procedures encourage students to develop their own problem-solving skills when it comes to facing a lack of motivation when learning oral English？
3. Research Plan of Action
According to the dictates of action research， the present study outlined a 16-week research course in coordination with the students’ course of study. Research was comprised of four main phases. These phases were designed to allow for accurate identification of core issues， implementation of teaching strategies， evaluation of outcomes， and adjustments in response to evaluation results. Data collection was conducted using the most appropriate methods for the respective results， with collection methods including student questionnaires， interviews and assessments. The details of the research plan are outlined below：
【Key words】action research; higher vocational students; oral English teaching
【作者簡介】李东明（1987-），男，甘肃天水人，铜仁职业技术学院讲师，硕士，研究方向：语用学、英语教学;Alexander Hardin（1993.05-），美国俄亥俄州人，铜仁职业技术学院教师，助教，研究方向：英语教学、国际关系。
【基金项目】2016年贵州省教育科学规划课题“基于行动研究的贵州高职青年英语教师实践共同体研究”（2016C 057）阶段成果。
1. Introduction
The acquisition of a new language requires dedication， persistent effort， and confidence in learner’s ability to improve. It is especially true of the acquisition of oral language skills， which learners often find difficult to facilitate through self-study. Recognizing the importance of the educator’s role in this realm， the researcher suggests， “students do not necessarily enter the course with an integrative drive that carries them through， especially in a [foreign language] setting”. In order to raise student academic performance in the oral English， increasing student motivation and engagement is a necessary element for success. Thus， the present study aims to implement an action research for improving higher vocational students’ motivation and engagement in oral English teaching.
2. Establishing the Research Question
The paper seeks to address several questions regarding student motivation and the ways in which it can be improved upon. These guiding questions have been：
（1） What are the main factors that cause students to feel a lack of motivation when studying oral English？
（2） How can classroom activities and procedures be adapted to better address these core issues in order to increase engagement among student participants？
（3） How can classroom activities and procedures encourage students to develop their own problem-solving skills when it comes to facing a lack of motivation when learning oral English？
3. Research Plan of Action
According to the dictates of action research， the present study outlined a 16-week research course in coordination with the students’ course of study. Research was comprised of four main phases. These phases were designed to allow for accurate identification of core issues， implementation of teaching strategies， evaluation of outcomes， and adjustments in response to evaluation results. Data collection was conducted using the most appropriate methods for the respective results， with collection methods including student questionnaires， interviews and assessments. The details of the research plan are outlined below：