Abstract
As part of a large-scale project, the present study explores research conception, research engagement (both reading and doing research), the impact of research on professional development, the setb...
Highlights
Researchers’ engagement both with and in research has been a prominent factor in higher education settings (Gibbs et al, 2017; Hajdarpasic, Brew, & Popenici, 2014; Wald & Harland, 2017)
Literature review In this study, we focus on various aspects of research practice in English language teaching (ELT) higher education, such as academics’ research conception, their engagement in reading and doing research, their perceptions towards the impact of research on professional development, their perceptions of the research engagement setbacks in academic setting, and their research suggestions to improve research practices in higher education
We explore in more detail the research conceptions held by MA students (MSs), PhD candidates (PCs), and university professors (UPs) in teaching English as a foreign language (TEFL) in higher education through a newly developed research engagement instrument
Summary
Researchers’ engagement both with (through reading) and in (through doing) research has been a prominent factor in higher education settings (Gibbs et al, 2017; Hajdarpasic, Brew, & Popenici, 2014; Wald & Harland, 2017). Academics’ engagement with and in research is believed to improve the educational system in general (Hajdarpasic et al, 2014) and contribute to the academics’ professional development in particular (Brew, 2010). Though, of the research engagement of MSs, PCs, and UPs (academics) in the field of teaching English as a foreign language (TEFL) in higher education, in particular, is lacking. The present study, applies a newly developed research engagement instrument to explore different attitudes and perceptions, held by MSs, PCs, and UPs in TEFL, towards research conception, research engagement (both reading and doing), the impact of research on professional development, the setbacks for research engagement, and the suggestions for improving the dominant research practice in higher education. The findings might help the ELT MSs, ELT PCs, and ELT UPs to appropriately read and do research and produce reliable, valid, trustworthy, and applicable findings for educational context in general and ELT context in particular
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