Research Engagement among EFL Teachers at Public Schools in Saudi Arabia
The present study investigates involvement in research by English as a Foreign Language (EFL) teachers, the impact of research practice on teachers’ professional development and teaching competencies, and the effects of demographic variables on both reading and research. The study applied a question...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Maryumah Alenezi [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Arabisch ; Englisch |
| Erschienen: |
2021 |
|---|
| Schlagwörter: |
Research engagement, reading, research practice, EFL teachers |
|---|
| Übergeordnetes Werk: |
In: دراسات: العلوم التربوية - Deanship of Scientific Research (DSR), the University of Jordan, 2023, 48(2021), 2 |
|---|---|
| Übergeordnetes Werk: |
volume:48 ; year:2021 ; number:2 |
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DOAJ090030125 |
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| 520 | |a The present study investigates involvement in research by English as a Foreign Language (EFL) teachers, the impact of research practice on teachers’ professional development and teaching competencies, and the effects of demographic variables on both reading and research. The study applied a questionnaire adapted from Borg (2009). The participants were EFL teachers (n= 152) from public schools in Saudi Arabia. Following a descriptive-analytical research design, the results showed that the majority of teachers (41%) “sometimes” read research articles. There were statistically significant differences in reading research due to their qualifications and interest in taking research methods courses. On the contrary, there were no statistically significant differences due to experience, teaching grade, and weekly hours of instruction. Additionally, most teachers (35%) “sometimes” conduct scientific research. There were statistically significant differences in conducting scientific research due to weekly hours of instruction and knowledge of research methods, whereas there were no statistically significant differences due to experience, grade the teacher teaches, or educational qualifications. Practical implications and recommendations for future research were provided. | ||
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The present study investigates involvement in research by English as a Foreign Language (EFL) teachers, the impact of research practice on teachers’ professional development and teaching competencies, and the effects of demographic variables on both reading and research. The study applied a questionnaire adapted from Borg (2009). The participants were EFL teachers (n= 152) from public schools in Saudi Arabia. Following a descriptive-analytical research design, the results showed that the majority of teachers (41%) “sometimes” read research articles. There were statistically significant differences in reading research due to their qualifications and interest in taking research methods courses. On the contrary, there were no statistically significant differences due to experience, teaching grade, and weekly hours of instruction. Additionally, most teachers (35%) “sometimes” conduct scientific research. There were statistically significant differences in conducting scientific research due to weekly hours of instruction and knowledge of research methods, whereas there were no statistically significant differences due to experience, grade the teacher teaches, or educational qualifications. Practical implications and recommendations for future research were provided. |
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The present study investigates involvement in research by English as a Foreign Language (EFL) teachers, the impact of research practice on teachers’ professional development and teaching competencies, and the effects of demographic variables on both reading and research. The study applied a questionnaire adapted from Borg (2009). The participants were EFL teachers (n= 152) from public schools in Saudi Arabia. Following a descriptive-analytical research design, the results showed that the majority of teachers (41%) “sometimes” read research articles. There were statistically significant differences in reading research due to their qualifications and interest in taking research methods courses. On the contrary, there were no statistically significant differences due to experience, teaching grade, and weekly hours of instruction. Additionally, most teachers (35%) “sometimes” conduct scientific research. There were statistically significant differences in conducting scientific research due to weekly hours of instruction and knowledge of research methods, whereas there were no statistically significant differences due to experience, grade the teacher teaches, or educational qualifications. Practical implications and recommendations for future research were provided. |
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The present study investigates involvement in research by English as a Foreign Language (EFL) teachers, the impact of research practice on teachers’ professional development and teaching competencies, and the effects of demographic variables on both reading and research. The study applied a questionnaire adapted from Borg (2009). The participants were EFL teachers (n= 152) from public schools in Saudi Arabia. Following a descriptive-analytical research design, the results showed that the majority of teachers (41%) “sometimes” read research articles. There were statistically significant differences in reading research due to their qualifications and interest in taking research methods courses. On the contrary, there were no statistically significant differences due to experience, teaching grade, and weekly hours of instruction. Additionally, most teachers (35%) “sometimes” conduct scientific research. There were statistically significant differences in conducting scientific research due to weekly hours of instruction and knowledge of research methods, whereas there were no statistically significant differences due to experience, grade the teacher teaches, or educational qualifications. Practical implications and recommendations for future research were provided. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ090030125</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230526103733.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230526s2021 xx |||||o 00| ||ara c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ090030125</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJe8e3ea05233c49188e7408c857411672</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">ara</subfield><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Maryumah Alenezi</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Research Engagement among EFL Teachers at Public Schools in Saudi Arabia</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The present study investigates involvement in research by English as a Foreign Language (EFL) teachers, the impact of research practice on teachers’ professional development and teaching competencies, and the effects of demographic variables on both reading and research. The study applied a questionnaire adapted from Borg (2009). The participants were EFL teachers (n= 152) from public schools in Saudi Arabia. Following a descriptive-analytical research design, the results showed that the majority of teachers (41%) “sometimes” read research articles. There were statistically significant differences in reading research due to their qualifications and interest in taking research methods courses. On the contrary, there were no statistically significant differences due to experience, teaching grade, and weekly hours of instruction. Additionally, most teachers (35%) “sometimes” conduct scientific research. There were statistically significant differences in conducting scientific research due to weekly hours of instruction and knowledge of research methods, whereas there were no statistically significant differences due to experience, grade the teacher teaches, or educational qualifications. 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