This paper explores the use of action research for developing pedagogical
decision-making skills within EFL teaching contexts. It considers how Action
Research methodology, in the EFL classroom, can transform the experience of
teaching and learning English as a foreign language. The paper draws on data taken
from a study that used a creative drama approach to intervene in prescribed and
mandated EFL curricula and pedagogy with Thai students who had difficulties with
English speaking and listening and process writing skills. The thematic concerns
addressed fall into four broad categories: motivating students, introducing new
methods or changing methods, increasing learner to learner interaction and teaching
large mixed ability classes. It suggests how action research can help EFL practitioners
develop effective teaching and learning practices by becoming responsive to, and
by drawing, on the cultural capital of learners.