This paper presents an overview of action research conducted in an EFL university context, in which data was collected about students’ past English learning experiences and hopes for college speaking classes. This data was then used to guide the lesson style for the semester. The study used three cycles of action research over one 15-week university semester, utilizing mixed-methods data collection and analysis. The results saw these groups of learners showing a strong preference for a communicative lesson style. Furthermore, the students’ perception of their own speaking and communication ability showed a marked positive increase as a result of the change-actions involving student-centered experiential learning and goal-setting that evolved throughout the study.
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