Research Engagement in Language Education

Consoli, Sal; Dikilitaş, Kenan

doi:10.1080/09650792.2021.1933860

Cited by 27 publications

(13 citation statements)

References 35 publications

(25 reference statements)

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“…While the journal is still happy to accept submissions that are "think pieces", these are getting progressively fewer in number. The latest figures shown in Table 2 show that while reviews fell by two-thirds in 2015-2021 compared to the previous seven-year period, the number of articles doubled, providing further evidence of the burgeoning interest in empirical academic research in applied linguistics and TESOL (Consoli & Dikilitaş, 2021;Gass & Mackey, 2012;Lei & Liu, 2019a, 2019bMckinley, 2019;Zhang, 2019), particularly in open access online locales (Klus & Dilger, 2020). Additionally, the move away from anecdotes of teaching to empirical TESOL/AL research parallels other practitioner-driven journals, e.g., Foreign Language Annals (Spinelli, 2005), ReCall (Blin, 2019), and TESOL Quarterly (Mckinley, 2019), reflecting the growing maturation of the discipline.…”

Section: Journal Productivity and Trends In Output Typesmentioning

confidence: 94%

The Teaching English as a Second Language Electronic Journal (TESL-EJ): A Bibliometric Analysis of the First 99 Issues

Pearson¹

2022

TESL-EJ

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February 2022 marks the 100th issue of the Teaching English as a Second Language Electronic Journal (TESL-EJ), set up in 1994 as the brainchild of a group of scholars who saw the need for a freely distributed electronic academic journal covering a diverse array of interests within teaching English as a second language long before the term “open access” was coined. The present study constitutes a bibliometric analysis of the first 99 issues of TESL-EJ. Through cross-sectional and historical analysis of a range of key metrics, notably the scale of its output and citations by other authors, frequency of topics explored, most productive and influential author affiliations and countries, and the extent of author collaboration, the study analyzes the growth and development of research activity as reflected in the publication’s output during the period under study. The study found that the nature of the journal’s output has evolved over the years from anecdotal practitioner reviews and thought pieces to rigorous empirical research. As a US-based journal, North American scholarship is well-represented across TESL-EJ’s output, particularly in studies contextualized in tertiary-level settings. There has been a consistent tendency towards non-specialist research topics within teaching English to speakers of other languages (TESOL), notably, EFL, writing, language learning, English teacher, English language learner, reflective of the journal’s large, global readership. The implications for the journal’s stakeholders, the editorial team and scholars considering submission, are discussed.

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Section: Journal Productivity and Trends In Output Typesmentioning

confidence: 94%

The Teaching English as a Second Language Electronic Journal (TESL-EJ): A Bibliometric Analysis of the First 99 Issues

Pearson¹

2022

TESL-EJ

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“…Hanks (2017) calls this kind of research "good enough research" because even if it does not meet all the widely-accepted criteria such as objectivity, testing hypotheses, controllability, having large volume and number, statistical information and so on but is still good enough because it "contribute(s) to understandings in the field, good enough to build upon, good enough to inspire others' (Hanks, 2017, p. 36). For that reason, although it may have some technical and methodological limitations, Consoli and Dikilitaş (2021) strongly advocate for "good enough research" since it has considerable potential for the fields of education and applied linguistics concerning various forms of language education research. Furthermore, only teachers do have the power to make a change in classroom practice, which ultimately matters.…”

Section: Teacher Researchmentioning

confidence: 99%

Exploring factors impeding English language instructors from research engagement at tertiary level in Türkiye

Kavak¹

2022

FELT

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Resulting from the emerging demands of higher education, university instructors' roles are extending beyond their supervisory positions to those that require mediating changing conditions and keeping up with new developments. On a daily basis, they have to identify various problems, look for solutions and address them swiftly and methodically. New demands necessitate practicing teachers and instructors to become more research-engaged and informed about challenges, which, however, has aroused controversy over the blurring boundaries between teaching and researching. This study thus investigates English language instructors' research engagement at a state university in Türkiye. The data were collected using a survey developed by Borg (2009). 50 language instructors at the School of Foreign Languages participated in the study, 10% of whom (N=11) volunteered for an interview. The data have been analysed to have a better understanding of whether instructors read and do research and how they justify their preferences. As a result, this paper underlines the potential advantages of guidance for language instructors about being a teacher-researcher in the field of language education.

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“…One reason for this appears to be the divide between theory and practice in traditional pre-service teacher education (Conroy, Hulme & Menter, 2013). To address this gap, researchers have proposed various forms of research-based professional development (e.g., narrative inquiry, action research, lesson study, exploratory practice) in which PSTs can engage in ongoing collaborative dialogue with others (i.e., teacher educators, peers, mentor teachers, students) about academic concepts around the activities of planning and teaching (Burns, 2019;Clandinin, 2019;Consoli & Dikilitaş, 2021;Johnson & Golombek, 2016;Ustuk & Çomoglu, 2019). AR, which, as the name suggests, "simultaneously incorporates and integrates both action and research" (Burns, 2019, p. 992), is one of the most recommended strategies for PSTs to deal with the competing messages they receive from their university and their practicum school.…”

Section: Introductionmentioning

confidence: 99%

A Thematic Analysis of Action Research in Initial Teacher Education: Reflections and Future Directions

Ceylan

Çomoğlu

2022

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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This systematic literature review aims to gain a comprehensive understanding of the opportunities thataction research (AR) provides for initial teacher education and the challenges that teacher educators andpre-service teachers (PSTs) may experience during the AR process. We analyzed 20 empirical studies onAR conducted in initial teacher education programs, adopting a hybrid approach to thematic analysis. Thefindings indicate that AR is a promising practice that helps PSTs to reflect critically, (re)construct theirteacher identity, see students as partners, value collaboration, and (re)conceptualize their understanding ofresearch. However, it is also important to consider the challenges faced during the AR process, such aspracticum restrictions, assessment demands, weak communication between partners, and time constraints.Therefore, it is essential to consider AR within initial teacher education as distinct from in-service ARpractices since the needs and concerns of PSTs might be different in this transitional period of theirlives. Implications are included for initial teacher education programs which are planning to use AR as atool for teacher learning and development

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Research Engagement in Language Education

Abstract: There is a burgeoning body of literature which documents the development of approaches adopted by language teachers who engage in research practices, such as Action Research (e.g.,

Cited by 27 publications

References 35 publications

The Teaching English as a Second Language Electronic Journal (TESL-EJ): A Bibliometric Analysis of the First 99 Issues

The Teaching English as a Second Language Electronic Journal (TESL-EJ): A Bibliometric Analysis of the First 99 Issues

Exploring factors impeding English language instructors from research engagement at tertiary level in Türkiye

A Thematic Analysis of Action Research in Initial Teacher Education: Reflections and Future Directions

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