Perceptions and Practices of EFL Lecturers in  Research: A mixed-method Study

Nguyen Van Son; Lam Thi Lan Huong; Nguyen Thi Hong Anh

Nguyen Thi Hong Anh*	anhnth@tlu.edu.vn	Thuyloi University (Vietnam)
Nguyen Van Son	nvson@tlu.edu.vn	Thuyloi University (Vietnam)
Lam Thi Lan Huong	lamhuong@tlu.edu.vn	Thuyloi University (Vietnam)

Summary:

This mixed-method study aimed to explore the perceptions and practices of 115 English-as-a-foreign-language (EFL) lecturers regarding research at different universities in Vietnam. Data were collected through online surveys distributed via Google Forms, and 11 semi-structured interviews were conducted among the participants. Results provided evidence that EFL lecturers were fully informed of the benefits of research and the close relationship between research and teaching. The study revealed important findings: generally poor research experience among lecturers with master and bachelor degrees, unsupportive conditions for research practices at higher institutions, and struggles over the cited conditions in conducting research. The study provided certain valuable suggestions at varying levels. At the micro level, EFL lecturers need to strengthen their motivation in conducting research by attending online research courses, forming the habit of reading scholarly articles, and intrinsically building a passion for conducting research. At the meso level, the faculty should aim to establish research groups with experienced researchers to help young lecturers participate in research activities. At the macro level, universities are advised to ensure the correct identification of research objectives and subjects in accordance with the content of the training program. Finally, universities should increase funding for research., especially by allocating more sources for social science programs.

View file

Keywords:

research perception

research practice

research experience

research condition

EFL lecturer.

Refers:

[1] Allison, D., & Carey, J. (2007). What do university language teachers say about language teaching research? TESL CANADA JOURNAL, 24(2), 61-81. http://dx.doi.org/10.18806/tesl.v24i2.139

[2] Atay, D. (2007). Teacher research for professional development. ELT Journal, 62(2), 139-147. https:// doi.org/10.1093/elt/ccl053

[3] Bai, L., & Hudson, P. (2011). Understanding Chinese TEFL academics’ capacity for research. Journal of Further and Higher Education, 35(3), 391-407. https://www.tandfonline.com/doi/abs/10.1080/03098 77X.2011.569014

[4] Behr, D. (2017). Assessing the use of back translation: The shortcomings of back translation as a quality testing method. International Journal of Social Research Methodology, 20(6), 573–584. https://doi.org/10.108 0/13645579.2016.1252188

[5] Borg, S. (2006). Research engagement in English language teaching. Teaching and Teacher Education, pp. 23, 731-747. https://doi.org/10.1016/j.tate.2006.03.012

[6] Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, pp. 358-388. https:// doi.org/10.1093/applin/amp007

[7] Borg, S. (2010). Language teacher research engagement. Language Teaching, pp. 43, 391-429. https:// doi. org/10.1017/S0261444810000170

[8] Borg, S., & Liu, L. (2013). Chinese college English teachers’ research engagement. Tesol Quarterly, 47(2), 270-299. https:// doi.org/10.1002/tesq.56

[9] Borg, S., & Sanchez, H. S. (2015). Key Issues in Doing and Supporting Language Teacher Research. In International Perspectives on Teacher Research. Palgrave Macmillan. http://dx.doi. org/10.1057/9781137376220_1

[10] Creswell, J. W., & Plano Clark, V. (2017). Designing and conducting mixed methods research (3rd ed.). London, the UK: SAGE Publications

[11] Everton, T., Galton, M., & Pell, T. (2002). Educational research and the teacher. Research Papers in Education, 17(4), 373-401. https:// doi. org/10.1080/0267152022000031388

[12] Gao, X., Barkhuizen, G., & Chow, A. W. (2011). Research engagement and educational decentralization: problematizing primary school English teachers’ research experiences in China. Educational Studies, 37(2), 207-219. https:// doi.org/ 10.1080/03055698.2010.506338

[13] GOV, Government of Vietnam, 2014b. Decree No. 99/2014/ NĐ-CP, dated December 15, 2014, Regulations the investment and development of science and technology activities in universities to encourage lecturers’ scientific research engagement. Accessed on October 01 2016. Available from http://vanban.chinhphu.vn/ portal/page/portal/chinhphu/hethongvanban?class_ id=1&_page=1&mode=detail&document_ id=177105 (in Vietnamese).

[14] Kiley, M., & Mullins, G. (2005). Supervisors’ Conceptions of Research: What are they? Scandinavian Journal of Educational Research, 49(3), 245-262. https://doi. org/10.1080/00313830500109550

[15] Kincheloe, J. (2003). Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment. London, the UK: Routledge.

[16] Kirkwood, M., & Christie, D. (2006). The role of teacher research in continuing professional development. British Journal of Educational Studies, 5(4), 429-448. https://doi.org/10.1111/j.1467-8527.2006.00355.x

[17] Macaro, E. (2003). Second language teachers as second language classroom researchers. https://www. researchgate.net/journal/Language-LearningJournal-0957-1736, 27(1), 43-51. http://dx.doi. org/10.1080/09571730385200071

[18] Manh, H. D. (2015, October). Scientific publications in Vietnam as seen from Scopus during 1996–2013. Scientometric, 105(1), 83-95. https:// doi.org/ 10.1007/s11192-015-1655-x

[19] McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35(3). http://dx.doi.org/10.1080/03057640500319065

[20] McNamara, O. (2002). Evidence-based practice through practice-based evidence. In O. McNamara (Ed.), Becoming an evidence-based practitioner: A framework for teacher-researchers (pp. 15-26). London, the UK & New York, NY: Routledge Falmer

[21] MOET, Ministry of Education and Training, 2014. Circular No. 47/2014/TT-BGDĐT, Regulations on working regime for lecturers. Accessed on October 01, 2016. Available from http://www.hcmut.edu.vn/upload/ tchc1/documents/Thong_tu_47.pdf (in Vietnamese).

[22] Nghiên cứu khoa học của giảng viên. (2013). ajc.hcma. vn: https://ajc.hcma.vn/Pages/nghien-cuu-khoahoc. aspx?CateID=679&ItemID=3550

[23] Nguyen, H., & Majoribanks, T. (2021). Developing a university research culture in Vietnam: A leadership conceptual framework. In J. Gillen, L. Kelley, & H. Phan (Eds.), Vietnam at the Vanguard: New Perspectives Across Time, Space, and Community (pp. 209 - 233). Singapore: Springer.

[24] Pham, H. H. (2006). Researching the Research Culture in English Language Education in Vietnam. TESL-EJ, 10(2), 1-20. http://tesl-ej.org/ej38/a10.pdf

[25] Phuong, Y. H., Ly, P. T., Vo, Q. P., & Luu, N. B. (2018). English lecturers’ perceptions and practices of research engagement: the case of Can Tho University. Can Tho University Journal of Science, 54(2), 122- 130. https:// doi.org/10.22144/ctu.jen.2018.016

[26] Rahimi, M., Yousof, N., & Moradkhani, S. (2019). How research is conceived and practiced in higher education? Assumptions of Masters/doctoral students and instructors. Research Papers in Education, 1-26. https://10.0.4.56/02671522.2019.1615119

[27] Shank, G., & Brown, L. (2007). From Consumer to Critic. In Exploring Educational Research Literacy. New York, NY: Routledge. https://doi. org/10.4324/9780203943786

[28] Shavelson, R. J., & Towne, L. (2002). Scientific Research in Education. Washington, D.C.: National Academy Press.

[29] Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, adaptation, and validation of instruments or scales for use in cross-cultural health care research: A clear and user-friendly guideline. Journal of evaluation in clinical practice, 17(2), 268–274. http://doi. org/10.1111/j.1365-2753.2010.01434.x

[30] Taber, K. (2018). The use of Cronbach’s Alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1286. https://doi.org/10.1007/s11165- 016-9602-2

[31] Thomas, G., & Pring, R. (2004). Evidence-based Practice in Education. New York, NY: Open University Press.

[32] Tuan, N. V., & Ly, P. T. (2011). Scientific output and its relationship to knowledge economy: an analysis of ASEAN countries. Scientomatic, 89(1), 107-117. https://doi.org/10.1007/s11192-011-0446-2

[33] Tuan, N. V., Thao , H. L., & Ut, L. V. (2016). International collaboration in scientific research in Vietnam: an analysis of patterns and impact. Scientometric, 110(2). https:// doi.org/10.1007/s11192-016-2201-1

[34] Vu, T. M. (2021). Between Two Worlds? Research Engagement Dilemmas of University English Language Teachers in Vietnam. RELC Journal, 52(3), 574-587. https:// doi.org/ 10.1177/0033688219884782

[35] Vuong, Q. H. (2019). On the role of research in Vietnamese education in the 4.0 era. Electronic information page of the Central Theoretical Council. Retrieved on Feb 25th, 2023, from http://hdll.vn/vi/nghien-cuu---traodoi/ve-vai-tro-cua-nghien-cuu-trong-giao-duc-vietnam-thoi-dai-40.html

[36] Vuong, Q. H., Viet, P. L., Thu, T. V., Manh, H. T., Hong, N. T., Viet, N. H., . . . Tung, H. M. (2018). An open database of productivity in Vietnam’s social sciences and humanities for public use. Scientific Data. https:// doi.org/ 10.1038/sdata.2018.188

Journal:

Volume. 19 - issue 3 / 2023

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

Perceptions and Practices of EFL Lecturers in Research: A mixed-method Study