University English teachers’ research conceptions and engagement: Insights from Cambodian higher education
Article
Heng, Kimkong, Doeur, Bunhorn and Hamid, M. Obaidul. 2024. "University English teachers’ research conceptions and engagement: Insights from Cambodian higher education." International Journal of Educational Research. 127. https://doi.org/10.1016/j.ijer.2024.102450
| Article Title | University English teachers’ research conceptions and engagement: Insights from Cambodian higher education |
|---|---|
| ERA Journal ID | 20012 |
| Article Category | Article |
| Authors | Heng, Kimkong, Doeur, Bunhorn and Hamid, M. Obaidul |
| Journal Title | International Journal of Educational Research |
| Journal Citation | 127 |
| Article Number | 102450 |
| Number of Pages | 12 |
| Year | 2024 |
| Publisher | Elsevier |
| Place of Publication | United Kingdom |
| ISSN | 0883-0355 |
| 1873-538X | |
| Digital Object Identifier (DOI) | https://doi.org/10.1016/j.ijer.2024.102450 |
| Web Address (URL) | https://www.sciencedirect.com/science/article/pii/S0883035524001356 |
| 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. |
| Keywords | Cambodian higher education; EFL teachers; University teachers; Research conceptions; Research engagement |
| Contains Sensitive Content | Does not contain sensitive content |
| ANZSRC Field of Research 2020 | 399999. Other education not elsewhere classified |
| Byline Affiliations | University of Queensland |
| Paññāsāstra University of Cambodia, Cambodia | |
| School of Education |
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https://research.usq.edu.au/item/z99ww/university-english-teachers-research-conceptions-and-engagement-insights-from-cambodian-higher-education
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