The impact of research practice on professional teaching practice: Exploring EFL teachers’ perception

Rahimi, Masoud; Weisi, Hiwa

doi:10.1080/2331186x.2018.1480340

Cited by 20 publications

(16 citation statements)

References 31 publications

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“…The teachers also stated that the development of their university and the benefits that their colleagues may gain from the results of their research are not strongly motivating factors for their engagement in research. This finding is contrary to the studies conducted by Atay (2008) and Rahimi and Weisi (2018) which suggested that teachers discuss teaching and learning issues with their colleagues in order to find better ways to deal with these issues through research. One interpretation of this result is that the authorities of the university do not support teachers financially and morally to engage in research.…”

Section: Discussioncontrasting

confidence: 91%

“…The results show that the teacher participants gave a moderate to low level of engagement in doing research. This finding is contrary to Rahimi and Weisi (2018) who found that most of the EFL teacher participants from different countries (e.g. Iran, Indonesia, Japan, and Thailand) engage in research, and they are skilled to do it.…”

Section: Discussioncontrasting

confidence: 90%

“…These teachers are expected to engage actively in research because it is one of their primary focuses of their work. Compared with the findings of Rahimi and Weisi (2018) in other EFL contexts, it seems that the conditions available in the context play significant role in teachers' engagement in research.…”

Section: Discussioncontrasting

confidence: 57%

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EFL University Teachers' Engagement in Research: Reasons and Obstacles

Jamoom

Al-Omrani

2021

IJLTS

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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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Section: Discussioncontrasting

confidence: 91%

Section: Discussioncontrasting

confidence: 90%

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EFL University Teachers' Engagement in Research: Reasons and Obstacles

Jamoom

Al-Omrani

2021

IJLTS

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“…Concerning the error forms, the data analysis showed that out of four error types, the most common errors committed by EFL students were phonological errors Classes of awareness of reading. Nevertheless, Rahimi & Weisi (2018) to this end, the EFL teachers in the ELT can enhance their knowledge, realize their classroom issues objectively and logically, work collaboratively with colleagues to discover alternative teaching and hearing problems to instruct and develop students more clearly and appropriately qualification, as well as become a leading figure in the ELT society in this respect. Therefore, EFL Teaching staff is recommended to start engaging in their studies in the educational environment.…”

Section: Finding and Discussionmentioning

confidence: 99%

Exploring Efl Teachers’ Strategies in Teaching Reading Comprehension: A Case of the Schools at Limited Resources Areas

Husain¹,

Nyimo²

2021

Preprint

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This study aims to examine teachers' strategies in understanding reading. This study was carried out in the EFL class in the limited resources areas; the researcher investigated the teacher strategy for variations to help the students to grasp reading comprehension materials. Qualitative analysis was formulated for this research. Forty nine respondents from 11 schools represented at the Secondary School and High School in Pulau Morotai. The researcher tested the teachers who had been formed in questionnaire tests in this test. The questioner consisted of 25 items, in which the teachers had to select one of the possible alternatives. This is test' advantage was to know the dominant techniques the English teacher used in classroom of reading comprehension. Response criteria were shared with respondents using a Likert scale questionnaire. There are five answers, which range from strongly agree to disagree strongly. In this data collection procedure, all of the items were inserted in the google-form. Then the researcher shared the link of the questionnaire for all English teachers of Junior High School and Senior High School at Morotai Timur and Morotai Selatan. The link was shared through social media such as Whatsapp platform, and respondents’ answer were calculated by SPSS 17 for windows. The researcher found that only 49 respondents volunteered to complete this form. Teachers' methods in understanding teaching lectures were presented at three phases: pre-reading phases, reading phases, and post-reading phases. The Post reading phase was favored for much less than the pre reading and while-reading phase. The data showed that the while-reading stage was the lowest among the other stages; this was evidenced by its mean value of 4.51. The second stage was the pre-reading stage, with a mean score of 28.55, and the highest mean score on the post-reading stage was 28.67.

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“…Referente a la dimensión investigación docente universitario: Motivación por la investigación. Esta dimensión se define como el interés que tiene el docente por realizar una investigación científica (Li-fang, Mingchen, Dorothy & Yunfeng, 2019; Masoud & Hiwa, 2018). Este interés tiene que ver con las motivaciones que toma en cuenta el docente al momento de elaborar su investigación, estas motivaciones pueden ser tres: (1) Motivaciones intrínsecas, como el deseo de desarrollo profesional, el anhelo por descubrir nuevos conocimientos.…”

Section: Metodologíaunclassified

La gestión directiva en la investigación del docente universitario en Lima

Ramos

Barco

Mariscal

et al. 2020

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ResumenEl objetivo general del estudio fue determinar la influencia de la gestión directiva en la investigación docente universitaria, en Lima Norte, en el año 2019. La investigación empleó el enfoque cuantitativo, el tipo de investigación fue básica, de nivel explicativo, con la aplicación del diseño no experimental, de corte transversal, para la prueba de hipótesis se utilizó la regresión logística interpretando los resultados del índice del pseudo R cuadrado de Nagelkerke y del nivel de significancia. La población estuvo conformada por 182 docentes universitarios del Programa de Estudios Generales, de una universidad privada societaria, de Lima, Perú, correspondiente al semestre académico 2019-2; y la muestra representativa fue de 124 docentes. Se aplicó la técnica de la encuesta y como instrumentos se utilizaron: la escala de evaluación de la gestión directiva y el cuestionario de investigación docente. Los instrumentos fueron sometidos a la validez de contenido a través del juicio de tres expertos con un resultado de aplicable y el valor de la confiabilidad fue con la prueba Alfa de Cronbach con coeficientes de 0,975 y 0,864 respectivamente, indicándonos una fuerte confiabilidad para ambos instrumentos. Los resultados de la investigación permitieron concluir que: existe influencia de la gestión directiva en la investigación docente universitaria, dado que el nivel de significancia resultó 0,000 y el Pseudo R cuadrado de Nagelkerke fue 0,708 equivalente a un 70,8% de influencia. Palabras claves: Gestión directiva, investigación docente, formación académica, motivación, publicación.

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The impact of research practice on professional teaching practice: Exploring EFL teachers’ perception

Cited by 20 publications

References 31 publications

EFL University Teachers' Engagement in Research: Reasons and Obstacles

EFL University Teachers' Engagement in Research: Reasons and Obstacles

Exploring Efl Teachers’ Strategies in Teaching Reading Comprehension: A Case of the Schools at Limited Resources Areas

La gestión directiva en la investigación del docente universitario en Lima

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