CHAPTER 1 THE CHALLENGE��THE PROBLEM FOR CHANGE 1.1 Background of the Book 1.1.1 Global Context 1.1.2 Asian Context 1 2 Organization Background 1.3 SWOTAR Analysis on College of Oriental Languages 1.4 Research objectives 1.5 Statements of the Research Problems 1.6 Research questions 1.7 Research hypotheses 1.8 Significance of the Book 1.9 Scope and Limitations of the Book CHAPTER 2 REVIEW 0F RELATED LIERATURE AND THEORTICAL��CONCEPTUAL AND RESEARCH FRAMEWoRK 2.1 General Introduction of Organization Development 2.1.1 Organization Development and Culture 2.1.2 Organization Development and Cultural Values 2.1.3 Organization Cultural Practices and Learning in Organizations 2.2 The Nature of Planned Change 2.2.1 Theories ofPlanned Change 2.2.2 Change Management 2.2.3 Organization Development and Change 2.3 Organization as a System 2.4 Learning Organization 2.4.1 A University as a Learning Organization 2.4.2 The L2 Classroom as a Learning Community 2.5 Learning Process 2.5.1 Learning Process Management 2.5.2 Group Learning Process 2.6 Learning Methods 2.6.1 Student-Student Interaction in a Whole-group Setting 2.6.2 Experiential Learning Theory and Its Application in the L Classroom 2.6.3 Action Learning 2.7 Learning Style 2.8 Student Engagement��Academic Achievement��Sense of Responsibility and Self��esteem 2 9 Literature Review Related to Research Framework 2.9.1 The Appreciative Inquiry 2.9.2 Whole Brain Literacy 2.9.3 Tearn Building 2.9.4 Coaching 2.10 Theoretical Framework for Second Language Teaching and Learning 2.11 Conceptual Framework for Second Language Teaching and Learning 2.12 Action Research Framework for Second Language Teaching and Learning CHAPTER 3 RESEARCH METHoDoLOGY 3 1 Action Research Model 3.1.1 Pre-ODl Stage 3.1.2 ODl Stage 3.1.3 Post-ODl Stage 3.2 Research Design 3.2.1 Comprehensive English Interventions in the LClassroom 3.2.2 The Relevant Required Activity 3.3 Research Subject 3.4 Research Instrument 3.4.1 Questionnaire 3.4.2 Interview Guide 3.4.3 observacion Guide 3.5 Data Co11ection Techniques 3.6 Data Collection Procedures 3.7 Data Analysis 3.7.1 Qualitafive Analysis 3.7.2 Quantitative Analysis CHAPTER 4 PRESENTATION OF FINDINGS AND ANALYsIs OF DATA 4.1 Demographic Profile of the Respondents 4.2 111e Current Situation of Finding and Analysis 4.2.1 Quantitative Data Analysis 4.2.2 Qualitative Data Analysis 4.3 OD Interventions 4.4 Post��ODI 4.4.1 Quantitafive Data Analysis 4.4.2 Qualitative Data Analysis 4.5 The Summary of Post.ODI Data 4.6 The COmparison of Pre��and Post��ODl within Groups 4.7 The COmparison of Pre��and Post��ODI between Groups CHAPTER 5 SUMMARY��CONCLUSION AND RECOMMENDATIONS 5.1 The Summlary of Research Study 5.2 The Summ1ary of Findings 5.3 Conclusion 5.4 Recommendations for Further Practices 5.5 Implications 5 5.1 Implications for Teacher Selection 5.5.2 Implications for Teacher Development 5.6 Recommendations for Further Research APPENDIX1 Survey Questionnaire APPENDIX2 Interview Consent Form APPENDIX3 Interview Guide APPENDIX4 Observation Checklist APPENDIX5 Observation Member Checks APPENDIX6 Pretest and Post.test APPENDIX7 Appreciative Inquiry Question APPENDIX8 Feedback and Evaluation From Peers BIBLIOGRAPHY ABBREVIATION LIST INDEX EPILOUGE