Research in English Language Teaching

Conditions to strengthen English

The relationship between teaching and research can only be strengthened by higher education English teachers if certain conditions are met. The first and most important condition is that teachers must have sufficient research knowledge to accomplish a proposed study (Brindley, 1991; Brown, 1999; Burns, 1999: Day, 2000; Gebhard, Gaitan & Oprandy, 2000; McDonough & McDonough, 1997; Nunan, 2003; Perry, 2008; Richards, 2000; Wallace, 2006). It is well acknowledged that teachers need to know how to read, do and write research to evaluate the applicability of different approaches and techniques (Brown, 1999); to become more effective trying out and testing received knowledge (Day,2000); to make decisions about what and how to teach (Gebhard, Gaitan & Oprandy, 2000); to become producers rather than consumers of knowledge (Nunan, 2003); to develop a critical perspective on practice (Burns, 1999); to improve and develop for life as teachers (Wallace, 2006); to increase their opportunities for research-based funding (Brindley, 1991); and to contribute to the continuous professionalization of the field (Richards, 2000). Research knowledge is particularly useful when teachers have experience, language competence, and academic orientation (Crookes and Chandler, 2001).

Research methods book writers from English speaking countries have different views on how research knowledge benefits teachers.

Wallace (2006), for example, maintains that the incorporation of research activities into teaching is one of the most effective ways of developing and improving the professional practice of pre-service and in-service teachers and teacher educators. He claims that teachers who experience the process of doing research (isolating an area of inquiry, asking questions, collecting data, analyzing data, and reflecting on what is discovered), are more prepared to enhance their teaching. Wallace (2006) gives two pragmatic reasons for including research activities in teacher education programs. First, teachers who have the necessary skills to analyze and improve their own teaching will be more prepared to independently continue their professional development for life. Second, teachers who want to improve their qualifications through further studies have better chances to succeed if they possess the knowledge and skills to perform the extended study required in graduate programs.

McDonough & McDonough (1997) also support the view that teachers benefit from research knowledge and skills as necessary tools to explore the huge number of questions and issues in their everyday professional life. They consider such knowledge is useful because “. . . no classroom and no group of people working together is without problems to solve, questions to resolve, gray areas to clarify, and development areas to pursue” (p. 7). Through observing, recording and analyzing classroom events teachers focus on their immediate concerns and sharpen their critical awareness.