Research Engagement in Practice: From EFL University Lecturers’ Perceived Effects to Strategies for Integration into Teaching

Tat Thien Thu, Trinh Quoc Lap, Nguyen Trung Cang

Abstract


Research engagement is crucial in higher education, fostering lecturers’ professional growth, institutional development, and pedagogical advancements. However, university lecturers in English as a Foreign Language (EFL) in Vietnam face various challenges that affect their participation and involvement in research-related activities, and there is limited literature addressing these challenges in the Vietnamese context. This study explored EFL university lecturers’ frequency of research engagement, their perceived effects on teaching practices, and strategies for integrating research into teaching. Using a convergent mixed-methods approach, the research data were collected from 97 EFL lecturers across five public universities in the south of Vietnam through a structured questionnaire and open-ended responses. The findings reveal that lecturers engage in research-related activities to various extents, ranging from occasionally to usually, with the most frequent activity being the application of research findings in their teaching. This aligns with the high level of agreement among lecturers regarding the positive impacts of research on teaching and learning outcomes. As for qualitative findings, lecturers employed strategies across the four dimensions of the research-teaching nexus, with challenges from heavy workloads, limited training, and inadequate resource access demanding further support. The study implicates the need for training program justification and enhanced support systems to cultivate a sustainable research culture in EFL education.

https://doi.org/10.26803/ijlter.24.4.5


Keywords


EFL lecturers, research engagement, frequency, effects, teaching practices

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References


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