Promoting EFL Teacher Research Engagement through a Research Support Programme

Faisal Al-Maamari, Kamla Al-Aamri, Samar Khammash, Munira Al-Wahaibi

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Existing initiatives purporting to promote teacher research are often found to be inadequate to encourage EFL teachers to engage in research due to the fact that they impose a top down, expert model approach to research engagement. This study reports on a pioneering programme at Sultan Qaboos University Language Centre in the Sultanate of Oman which has adopted a bottom up, practitioner-based approach to research. Drawing on questionnaire and interview data, the article examines the teachers’ perceptions of their experiences in initiating and carrying out teacher research using this programme. The findings indicate that whilst contextual constraints similar to those cited in the literature remain unyielding, the research support programme has been effective in supporting teachers to initiate and lead their own research studies. This success is discussed in relation to the programme’s basis in a practitioner practice to theory model versus expert theory to practice models of teacher research engagement. As EFL teacher research is increasingly gaining popularity and acceptance worldwide, the study has implications for EFL institutions looking for effective ways to promote teacher research engagement in a collegial way.

Original languageEnglish
Pages (from-to)389-404
Number of pages16
JournalRELC Journal
Volume48
Issue number3
DOIs
Publication statusPublished - Dec 1 2017

Fingerprint

teacher
Teacher Research
expert
Oman
model theory
popularity
acceptance
questionnaire
interview
language
experience
Acceptance
Top-down
Contextual
Questionnaire
Language Centers
Bottom-up
Model Theory

Keywords

  • EFL
  • foreign language teaching
  • Oman
  • research support
  • teacher research engagement

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Promoting EFL Teacher Research Engagement through a Research Support Programme. / Al-Maamari, Faisal; Al-Aamri, Kamla; Khammash, Samar; Al-Wahaibi, Munira.

In: RELC Journal, Vol. 48, No. 3, 01.12.2017, p. 389-404.

Research output: Contribution to journalArticle

Al-Maamari, Faisal ; Al-Aamri, Kamla ; Khammash, Samar ; Al-Wahaibi, Munira. / Promoting EFL Teacher Research Engagement through a Research Support Programme. In: RELC Journal. 2017 ; Vol. 48, No. 3. pp. 389-404.
@article{38b8fa9533f244c6844ed6416f8b0047,
title = "Promoting EFL Teacher Research Engagement through a Research Support Programme",
abstract = "Existing initiatives purporting to promote teacher research are often found to be inadequate to encourage EFL teachers to engage in research due to the fact that they impose a top down, expert model approach to research engagement. This study reports on a pioneering programme at Sultan Qaboos University Language Centre in the Sultanate of Oman which has adopted a bottom up, practitioner-based approach to research. Drawing on questionnaire and interview data, the article examines the teachers’ perceptions of their experiences in initiating and carrying out teacher research using this programme. The findings indicate that whilst contextual constraints similar to those cited in the literature remain unyielding, the research support programme has been effective in supporting teachers to initiate and lead their own research studies. This success is discussed in relation to the programme’s basis in a practitioner practice to theory model versus expert theory to practice models of teacher research engagement. As EFL teacher research is increasingly gaining popularity and acceptance worldwide, the study has implications for EFL institutions looking for effective ways to promote teacher research engagement in a collegial way.",
keywords = "EFL, foreign language teaching, Oman, research support, teacher research engagement",
author = "Faisal Al-Maamari and Kamla Al-Aamri and Samar Khammash and Munira Al-Wahaibi",
year = "2017",
month = "12",
day = "1",
doi = "10.1177/0033688216684282",
language = "English",
volume = "48",
pages = "389--404",
journal = "RELC Journal",
issn = "0033-6882",
publisher = "SAGE Publications Ltd",
number = "3",

}

TY - JOUR

T1 - Promoting EFL Teacher Research Engagement through a Research Support Programme

AU - Al-Maamari, Faisal

AU - Al-Aamri, Kamla

AU - Khammash, Samar

AU - Al-Wahaibi, Munira

PY - 2017/12/1

Y1 - 2017/12/1

N2 - Existing initiatives purporting to promote teacher research are often found to be inadequate to encourage EFL teachers to engage in research due to the fact that they impose a top down, expert model approach to research engagement. This study reports on a pioneering programme at Sultan Qaboos University Language Centre in the Sultanate of Oman which has adopted a bottom up, practitioner-based approach to research. Drawing on questionnaire and interview data, the article examines the teachers’ perceptions of their experiences in initiating and carrying out teacher research using this programme. The findings indicate that whilst contextual constraints similar to those cited in the literature remain unyielding, the research support programme has been effective in supporting teachers to initiate and lead their own research studies. This success is discussed in relation to the programme’s basis in a practitioner practice to theory model versus expert theory to practice models of teacher research engagement. As EFL teacher research is increasingly gaining popularity and acceptance worldwide, the study has implications for EFL institutions looking for effective ways to promote teacher research engagement in a collegial way.

AB - Existing initiatives purporting to promote teacher research are often found to be inadequate to encourage EFL teachers to engage in research due to the fact that they impose a top down, expert model approach to research engagement. This study reports on a pioneering programme at Sultan Qaboos University Language Centre in the Sultanate of Oman which has adopted a bottom up, practitioner-based approach to research. Drawing on questionnaire and interview data, the article examines the teachers’ perceptions of their experiences in initiating and carrying out teacher research using this programme. The findings indicate that whilst contextual constraints similar to those cited in the literature remain unyielding, the research support programme has been effective in supporting teachers to initiate and lead their own research studies. This success is discussed in relation to the programme’s basis in a practitioner practice to theory model versus expert theory to practice models of teacher research engagement. As EFL teacher research is increasingly gaining popularity and acceptance worldwide, the study has implications for EFL institutions looking for effective ways to promote teacher research engagement in a collegial way.

KW - EFL

KW - foreign language teaching

KW - Oman

KW - research support

KW - teacher research engagement

UR - http://www.scopus.com/inward/record.url?scp=85037719831&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85037719831&partnerID=8YFLogxK

U2 - 10.1177/0033688216684282

DO - 10.1177/0033688216684282

M3 - Article

VL - 48

SP - 389

EP - 404

JO - RELC Journal

JF - RELC Journal

SN - 0033-6882

IS - 3

ER -