University English teachers’ research conceptions and engagement: Insights from Cambodian higher education

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal of Educational Research Pub Date : 2024-01-01 DOI:10.1016/j.ijer.2024.102450
Kimkong Heng , Bunhorn Doeur , M. Obaidul Hamid
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Abstract

Research into teacher research has received considerable attention in the last few decades. However, it still remains crucial to examine how teachers understand research and to what extent they engage in it. This study investigated how English as a Foreign Language (EFL) teachers in Cambodian higher education perceived and engaged in research. The study employed a qualitative case study and collected data through one-on-one semi-structured interviews with 16 EFL teachers from two universities (private, metropolitan, and provincial). Findings based on thematic analysis show that Cambodian university EFL teachers were positive about the value of research, yet their conceptions of research were mixed and contested. Their research engagement was markedly limited and was confined to conducting research to fulfill degree requirements; attending conferences, workshops, or seminars; and supervising students’ research projects. There was almost no involvement in academic publishing due to various challenges to their research engagement endeavors, including time constraints, research knowledge deficiency, lack of funding and support for research, limited social recognition of research, and insufficient sources of research motivation. The participants offered a set of recommendations to improve the overall environment for research to enhance Cambodian EFL teachers’ research engagement. The study concludes with a discussion and policy implications of the findings, as well as suggestions for future research considering the study limitations.

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大学英语教师的研究理念与参与:柬埔寨高等教育的启示
在过去的几十年里,对教师研究的研究受到了极大的关注。然而,研究教师如何理解研究以及他们在多大程度上参与研究仍然至关重要。本研究调查了柬埔寨高等教育中的英语作为外语(EFL)教师是如何看待和参与研究的。研究采用了定性案例研究的方法,通过对两所大学(私立大学、城市大学和省立大学)的 16 名英语为外语(EFL)教师进行一对一的半结构化访谈来收集数据。基于主题分析的研究结果表明,柬埔寨大学的 EFL 教师对研究的价值持肯定态度,但他们对研究的概念不一,且存在争议。他们参与研究的程度明显有限,仅限于为满足学位要求而开展研究;参加会议、讲习班或研讨会;以及指导学生的研究项目。他们几乎没有参与学术出版,原因是他们的研究工作面临各种挑战,包括时间限制、研究知识不足、缺乏研究资金和支持、社会对研究的认可度有限以及研究动力来源不足。参与者提出了一系列建议,以改善研究的整体环境,提高柬埔寨英语教师的研究参与度。本研究最后讨论了研究结果及其政策影响,并考虑到研究的局限性,对今后的研究提出了建议。
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来源期刊
International Journal of Educational Research
International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.20
自引率
3.10%
发文量
141
审稿时长
21 days
期刊介绍: The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.
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