Iranian English Language Teachers’ Conceptions Towards Research

Faribi, Maryam; Derakhshan, Ali; Robati, Mohammad

doi:10.29252/ijes.2.2.1

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…Some studies have recently used and cited the questionnaire, therefore it was considered reliable. The reliability of the questionnaire mentioned above was measured by Faribi et al (2019) as 0.79, which is considered highly reliable. This questionnaire is still widely used in various studies (Banegas, 2017;Derakhshan et al, 2020;Rahimi & Weisi, 2018).…”

Section: The Questionnairementioning

confidence: 99%

Lecturers’ Perceptions of Action Research and Current Challenges

Behforouz¹,

Ghaithi

Weshahi³

2023

IJLTER

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Understanding the research concept, its obstacles, and motivation is necessary to provide better academic services and opportunities for teachers less active in conducting research. To this end, 40 lecturers from an English Language Center with various qualifications and adequate teaching experiences in the Omani EFL context were selected as the population of this study. A questionnaire initially designed by Borg (2009) to measure/gauge? lecturers' views on research was used to collect the data. The findings revealed that the lecturers showed lower levels of research engagement due to problems such as a lack of methodological knowledge, heavy teaching loads, and unclear job specifications. In addition, objectivity was considered an essential criterion while conducting research, and published materials on the Internet were stated to be the primary source of reading about language-related resources. They also believed that conducting research would only moderately affect their teaching techniques. The findings of this study should help reduce the concerns and obstacles among lecturers and engage them more in the research area by focusing on the problems and facilitating the use of accessible resources to encourage them to conduct more research studies. Policymakers, managers, institutions, and teachers play essential roles in the new way of developing curricula, which considers teachers as researchers.

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Section: The Questionnairementioning

confidence: 99%

Lecturers’ Perceptions of Action Research and Current Challenges

Behforouz¹,

Ghaithi

Weshahi³

2023

IJLTER

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“…However, some challenges hinder the performances and competence of researchers. Specifically, in the case of teachers, they are experiencing difficulties in the data analytical process (Yalcin & Yalcin, 2017), not enough required knowledge, skills, and adequate resources (Tegegne, 2019;Faribi et The Philippines has adopted 2-year in high school known as the senior department wherein teachers will teach Practical Research; Inquiries, Investigation, and Immersion; Research or Capstone Project, and research is an inclusion under English and Filipino subjects (DepEd, 2018;DepEd, 2019). The Department of Education (DepEd) made an adoption of the basic education research agenda in which the school's division to stakeholders shall adopt the agenda and encourage teachers to be researchers on educational concerns, issues, or platforms (GOVPH, 2016;GOVPH, 2017;.…”

Section: Introductionmentioning

confidence: 99%

Research Competence among Public Senior High Teachers of District 1 in Ifugao Province

Ducyao

2023

JWEEP

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Teachers are one of the prime movers in helping students to come up with efficient and effective research outputs. In relation, the purpose of this study is to determine the research competence of public senior high teachers in District 1 of Ifugao Province. A descriptive design was used in the study. A questionnaire and assessment were used to gather data from 64 volunteer teachers from the different public schools with senior departments using a total enumeration sampling. The tool was both adapted and a researcher-made questionnaire. Data were analyzed through Excel and SPSS. The finding revealed that teachers have adequate knowledge and a positive attitude but with fair skill and assessment toward research. The teacher’s profiles such as number of years handling research, highest educational attainment, and number of researches produced have significant differences in their level of knowledge and assessment toward research except number of research-related training and seminar attended while only the number of years in handling research have significant differences on their level of skill toward research whereas the profiles have no significant differences on their level of attitude. In general, teachers need to increase their knowledge, skill, and assessment toward research by practicing and utilizing what they already know and joining still to research-related training and seminars while sustaining their positive attitude. A research seminar plan was proposed based on the results of the study.

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The influence of mentorship and working environments on foreign language teachers’ research motivation in China

Li,

Zhang,

Mohamed

2024

Humanit Soc Sci Commun

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Teachers at Higher Education (HE) institutions are expected to do research. However, the level of motivation to engage in research varies with various institutional factors affecting teachers’ research motivation. Previous research has shown the need to better understand these factors to facilitate teachers’ research motivation. This mixed methods study with 536 English as a foreign language (EFL) teacher participants from Chinese universities investigates the relationship between mentorship, working environment and teachers’ research motivation. Our analysis of the questionnaire data using Structural Equation Modelling (SEM) shows the significant influence of working environments on teachers’ research motivation. Qualitative data from semi-structured interviews and diaries were thematically analysed to reveal that the examined factors have different impacts on teachers’ research motivation on the basis of different university types. Both mentorship and working environments had an influence on teachers’ research motivation. Teachers from “Project 985” and “Project 211” universities had a more supportive working environment than those teachers at ordinary/regular universities who appeared to have insufficient mentorship, poor working environments, inadequate time support, and deficient opportunities to attend academic conferences that affected these teachers’ research motivation negatively. The implications of our study are that university administrators and policymakers could develop practical mentorship programmes with effective assessment measurements of the mentoring process and stipulate relevant policies to provide conducive working environments, especially for teachers from ordinary/regular universities, to enhance teachers’ research motivation and improve their research productivity.

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Iranian English Language Teachers’ Conceptions Towards Research

Cited by 3 publications

References 17 publications

Lecturers’ Perceptions of Action Research and Current Challenges

Lecturers’ Perceptions of Action Research and Current Challenges

Research Competence among Public Senior High Teachers of District 1 in Ifugao Province

The influence of mentorship and working environments on foreign language teachers’ research motivation in China

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