Contextual and Educational Dimensions of EFL Teacher Engagement in Second Language Acquisition Research

Autor/inn/en	Shafiee, Zahra; Sotoudehnama, Elaheh
Titel	Contextual and Educational Dimensions of EFL Teacher Engagement in Second Language Acquisition Research
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 9, S.1-24, Artikel 1 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teaching Methods; Teacher Attitudes; Masters Degrees; Bachelors Degrees; Linguistic Theory; Language Research; Foreign Countries; State Universities; Private Colleges; Comparative Analysis; Teacher Characteristics; Educational Attainment; Action Research; Research Skills; Barriers; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; 'Bachelor''s degrees'; Bachelor-Studiengang; Linguistische Theorie; Sprachforschung; Ausland; Staatliche Universität; Privathochschule; Bildungsabschluss; Bildungsgut; Projektforschung; Forschungsleistung
Abstract	This mixed methods study investigated the contextual and educational dimensions of engaging language teachers in second language acquisition (SLA) theory and research to inform second language pedagogy. To this end, 132 Iranian English teachers completed the questionnaire designed by Nassaji (2012) that includes both Likert-scale items and open-ended questions. The participants had academic degrees in majors related to English language. They constituted two groups of public sector (n=66) and private sector (n=66). Each group was divided in two sub-groups, one with Bachelors of Arts (B.A.) and the other with Master of Arts (M.A.). Quantitative data analyses revealed a significant difference between the perceptions of the participants of public and private sector with B.A and M.A. degrees towards the relevance and usefulness of SLA research, the role of teachers and researchers, and perceiving teacher as researcher. Moreover, analyzing the open-ended questions revealed instances of attitudes, motivations, and challenges experienced by the participants reflecting the need to use SLA theory and conduct research to enrich pedagogical practices, ability to conduct research, access, understanding research articles, and dealing with institutional constraints. The findings have implications for policy makers to encourage practice-oriented research courses and research-oriented practicums across both contexts of public and private sectors. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01