Between Two Worlds? Research Engagement Dilemmas of University English Language Teachers in Vietnam

Autor/in	Vu, Mai Trang
Titel	Between Two Worlds? Research Engagement Dilemmas of University English Language Teachers in Vietnam
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 52 (2021) 3, S.574-587 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688219884782
Schlagwörter	Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Higher Education; College Faculty; Teacher Attitudes; Schemata (Cognition); Metacognition; Professional Identity; Professional Autonomy; Researchers; Faculty Workload; Vietnam + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Cognition; Schema; Kognition; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Berufsfreiheit; Researcher; Forscher
Abstract	If enhancing the connection between teaching and research has been highlighted in the general English language teaching profession, does English teaching at university -- the ivory tower characterized by research -- face the same issue? And how might this affect how the profession is perceived? This study provides an in-depth examination of how university English language teaching (ELT) teachers conceptualize research and their doing research, and discusses the issue in connection with the notion of profession. The study uses teacher cognition semi-structured interviewing with faculty members teaching English at a university in Vietnam. The results show ELT faculty construct different versions of research to rationalize their attitudes, self-awareness, and practices: research as irrelevant impositions, research as desirable but unfeasible goals, and research as practical, inner calls. Revealing this group's dilemmas between two worlds -- practitioners and academics, external pressures and internal values, visions and realities, -- the study argues that to increase research engagement, practical support is needed, but a reconceptualization of research is also an important factor. Also, understanding and realizing the teaching-research nexus in ELT hold implications for the profession's status and the professional's identity and autonomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01