While the practice of carrying out action research of various scopes has lately been the academic tradition in English language classrooms in many international contexts, most Moroccan teachers of English devote themselves to the teaching routine, but seldom reflect on the issues underlying the teaching/ learning process. Also, the new educational reform, just like the previous ones, stresses the need to change just teaching methods and textbooks. However, any attempt to change education cannot be achieved without teacher change. The aim of the present paper is to argue for the need to adopt an action research approach to English language teaching in the Moroccan educational system.