Time limitation has always been considered a major problem in conducting action research (AR) in the field of second/foreign language teacher education. In order to overcome the lack of time obstacle to research engagement, a comprehensive framework was set up in this study that allowed teachers the flexibility to plan and incorporate research activities into their current teaching schedule. Seven Iranian teachers of a private English language teaching institute participated in the present study. The structure of first- and second-order AR was used in this collaborative AR study. Qualitative modes of inquiry, including reflective journal and semi-structured interview, were used to elicit teachers’ views about conducting their AR projects. Analysis of the data revealed three major themes about AR that concerned issues such as empowering teachers in dealing with a particular problem, creating a sense of belonging to a professional community, and helping them to value time allotment.

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