This study aimed to investigate EFL university teachers’ engagement in research. It examined EFL university teachers’ reasons for engagement in research and the barriers that impede them from doing research. It covered both the engagement and the reluctance aspects of the issue. The data were collected from 24 EFL university teachers through the modality of questionnaire. The results suggested that the teachers had moderate to low level engagement in research. The teachers’ main reasons for doing research revolved around the significance of research in developing their professional career, how doing research could improve their teaching and research skills, and how it could give them professional promotions. The results also showed that lack of time, absence of access to up-to-date books and journals and lack of encouragement and motivation are the main obstacles that limit their engagement in research. Understanding these issues, the study ended with suggestions and recommendations for policy makers, institutions authorities and teachers to make EFL contexts convenient for teacher engagement in research.

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