The research‐teaching nexus in a graduate CALL course: An action research study

Abstract

The 'research-teaching nexus' means integrating disciplined-based research into course content to develop students' research ability. Though such integration has been investigated in various higher education content areas, no previous CALL teacher education research seems to have addressed it. This study explored how research should be integrated into a graduate CALL course and how such integration influences students' research awareness and skills. The content-focused and processfocused forms of the research-teaching nexus were integrated into a graduate CALL course taught in a language teacher education programme at an Arab university. The course was taught to a group of female MA student teachers for a 15-week academic term. Qualitative data was collected using observation and an open-end questionnaire within an action research framework. The students reported positive evaluation of research integration into the CALL course. Meanwhile, the observational data indicates that research integration has fostered their CALL research awareness and enabled them to learn how to craft some key research elements, namely developing research titles and questions, and selecting the research method. The results generally imply that developing students' CALL research skills through the process-focused teaching forms is a more complicated task than enhancing their research awareness via the content-focused ones.

Are teachers and HE are on the same page? Calling for a research–teaching nexus among Ethiopian and Pakistani academics

“…Academics with a high academic rank who certainly teach high academic level possess high values to the RTN in helping their students' critical learning and promoting research skills (Nehme, 2012; Fuller et al. , 2014; Griffioen, 2019; Abdel Latif, 2021). Explicitly, PhD students have a more likelihood to be the part of intensive RTN learning environment and their coexistence is flawless (Jucks and Hillbrink, 2017).…”

“…The latest research confirms that the key component of teaching quality that students observe or evaluate is the skill of teaching and integrating research into the teaching content (Ibad, 2018; Abdel Latif, 2021). Accordingly, a study on undergraduate students indicates that students have a strong motive and interest in being a part of the research–teaching learning environment (Faize et al , 2014).…”

“…Accordingly (Healey, 2005), conceptualize the link between research and teaching by cataloguing them into research-led ; research - based ; research-tutored ; and research-oriented , extended from (Griffiths, 2004), and designed for undergraduate curriculum (Jenkins and Healey, 2009, 2010), to shed light on the continuum between students as an audience to participants (van der Rijst et al ., 2013; Almendra and Falcăo, 2017; Abdel Latif, 2021; Gutman, 2021; Smirnova and Dos, 2021). Healey and Jenkins noted that the nexus can happen as far as these four elements are combined or considered (Jenkins and Healey, 2009).…”

“…van der Rijst et al. , 2013; Abdel Latif, 2021; Gutman, 2021). In the contrast, scholars argue that although several scholars theorize and conceptualize the smooth integration of research and teaching, still it is not entirely framed (Nehme, 2012; Griffioen, 2019, 2020a, b; Vereijken et al.…”

Formación de competencias docentes desde la investigación-acción

“…En esta perspectiva, a medida que las habilidades educativas mejoran se perfecciona la investigación-acción (Brydon et al, 2003), por tanto, la IA es una estrategia eficaz para desarrollar las competencias docentes y la competencia investigativa. Las habilidades investigativas de los estudiantes a través de las formas de enseñanza centradas en el proceso es una tarea más complicada que enseñar la investigación centrada en el contenido, pero que con el pasar del tiempo es más sostenible tal como lo demuestran sus resultados del estudio, porque los estudiantes aprendieron a elaborar títulos, preguntas de investigación y seleccionar métodos y materiales (Latif et al, 2021). Otros aprendizajes de los estudiantes que se fortalecieron fueron la formulación de los objetivos, la elaboración y validación de los instrumentos de investigación, el uso de herramientas para el procesamiento y análisis de los datos obtenidos en el trabajo de campo y la redacción de informes aplicando la redacción científica y las normas internacionales para la publicación.…”