Promoting Engagement with Peer-Reviewed Journal Articles in Adult ESL Programs

Autor/inn/en	Abbott, Marilyn L.; Rossiter, Marian J.; Hatami, Sarvenaz
Titel	Promoting Engagement with Peer-Reviewed Journal Articles in Adult ESL Programs
Quelle	In: TESL Canada Journal, 33 (2015) 1, S.80-105 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Adult Learning; English (Second Language); Journal Articles; Peer Evaluation; Second Language Instruction; Focus Groups; Foreign Countries; Online Surveys; Faculty Development; Language Teachers; Teacher Role; Administrator Role; Teacher Attitudes; Administrator Attitudes; Educational Research; Statistical Analysis; Educational Attainment; Undergraduate Study; Interviews; Canada + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Journal article; Zeitschriftenaufsatz; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Lehrerrolle; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Statistische Analyse; Bildungsabschluss; Bildungsgut; Grundstudium; Interviewing; Interviewtechnik; Kanada
Abstract	Engagement with current research is essential for the implementation of evidence-informed instructional practices in adult English as a second language classrooms. We explored Canadian administrators' and instructors' engagement with peer-reviewed research articles, perceptions of their impact, and ways in which stakeholders could enhance engagement. Online surveys were conducted with 41 administrators and 268 instructors, and 4 administrators participated in a focus group interview. Results revealed that administrators were not actively fostering instructors' engagement with peer-reviewed research and that neither administrators nor instructors were engaging extensively with research. Those who were reading research, however, reported a positive impact on their work, and 86% of instructors indicated interest in enhancing their engagement. We provide recommendations for professional organizations, program funders, program administrators, and instructors to promote TESL practitioner engagement with research. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01