Abstract:
The purpose of this paper is to show how second language teachers in higher education can support the national goal of improving students' motivation and ability to learn a foreign language; and how they can become action researchers of learning and teaching processes. The paper argues that it is appropriate and timely for language teachers in Australia to follow the British and American tradition and become "teachers as researchers" and "reflective practitioners". These premises are illustrated by a case study on developing communicative competence in students of Chinese language and culture using video technology and action research. The results are significant to other language teachers who wish to improve their professionalism as teachers.