eISSN: 2618-6446
Latest Issue Archive Future Issues About Us JOURNALS

SETSCI - Volume 3 (2018)
ISAS2018-Winter - 2nd International Symposium on Innovative Approaches in Scientific Studies, Samsun, Turkey, Nov 30, 2018

Language teachers’ beliefs about research: A Qualitative analysis of English teachers at tertiary level in Turkey (ISAS2018-Winter_119)
Arif Sarıçoban1, Özkan Kırmızı2*
1Selçuk University, Konya, Turkey
2Karabük University, Karabük, Turkey
* Corresponding author: ozkankirmizi@gmail.com
Published Date: 2019-01-14   |   Page (s): 627-630   |    21     5
ABSTRACT The effectiveness of engaging in research practices on EFL teachers is an important area of study. Therefore, the
present study was undertaken to investigate Turkish English teachers’ beliefs regarding the significance of research engagement
in their teaching practices. To this end, interviews were conducted with 3 English instructors who have been pursuing their M.A.
studies in a state university in Turkey. Purposeful sampling was used in selecting the participants of the current study. Two
criteria were adhered in selecting participants. The first one is that the participants must be in the third semester of his or her
M.A. study so that he or she can generate satisfactory and relevant data upon their theoretical courses undertaken. Secondly,
participants who are actively teaching were selected. Content analysis was conducted in order to analyze the data. The findings
indicate that language instructors have clear ideas as to what research is and the value of research. Apart from this, it was also
reflected in the data that EFL teachers at tertiary level believe in the effectiveness in research in benefitting their teaching
practices, indicating that research engagement can be viewed as a means of professional development.  
KEYWORDS EFL teachers, instructors, content analysis, research engagement, tertiary level
REFERENCES [1] Bai, L., Millwater, J., & Hudson, P. (2012). Chinese TEFL academics’ perceptions about research in a transitional culture.
Journal of Higher Education Policy and Management, 34(1), 91-102.
[2] Bai, L. (2018). Language teachers’ beliefs about research: A comparative study of English teachers from two tertiary education institutions in China, System, 72, 114-123.
[3] Borg, S., & Liu, Y. (2013). Chinese college English teachers' research engagement. TESOL Quarterly, 47, 270-299.
[4] Chen, Y. N., Gupta, A., & Hoshower, L. (2006). Factors that motivate business faculty to conduct research: An expectancy theory analysis. Journal of Education for Business, 81, 179-189
[5] Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and cultureintersect. Journal of Research on Technology in Educati on, 42(3), 255-284.
[6] Stein, M. K., & Brown, C. A. (1997). Teacher learning in a social context. Integrating collaborative and institutional processes with the study of teacher change. In E. Fenemma & B. Nelson (Eds.), Mathmetics teachers in tranmstition (pp.155-191). Hillsdale, NJ: Erlbaum.
[7] Vroom, V. H. (1995). Work and motivation. San Francisco: JosseyBass Publishers.

SET Technology - Turkey
eISSN  : 2618-6446

E-mail : info@set-science.com
+90 533 2245325

Tokat Technology Development Zone Gaziosmanpaşa University Taşlıçiftlik Campus, 60240 TOKAT-TURKEY
©2018 SET Technology