The need to participate in action research remains a hot issue in the education sector. It enables teachers to grow professionally and help their students perform better. In line with this, foreign language learning demands the involvement of teachers at all levels in action research so that they could be effective in helping their students use the target language for communicative purpose by solving the possible day to day language learning problems they encounter in the classrooms. This is stipulated in a condition where teachers are not sure as how to handle it, in most cases. This book, therefore, shows how important the skills of conducting action research are in developing professionally and make foreign language teaching more meaningful. It also discloses the methods to follow in undertaking classroom action research. Furthermore, it reveals the perception and practice of teachers of English as a foreign language in action research in the Ethiopian context. Hence, professionals in the education sector who would like to grow and make their classroom practices more meaningful will find it helpful.