It is a fact that a very low proportion of practising teachers are in the habit of reading ELT-related research papers. The main cause of this neglect is assumed to be that teaching and researching are two distinct forms of activity with no links to connect them. After comparing the concepts of progress and change in research versus teaching, this…

This article responds to recent critiques of the usefulness of research findings to teaching, and the call for teachers to rely on their experiences and intuition. I discuss the fallibility of intuition and then examine the nature of research and of critical thinking and their importance for teachers and teacher education. I provide evidence of…

In this article, we argue not only for more research "into" English language teacher associations (TAs) but also for research to be carried out "by" and "within" TAs. That is, we advocate their becoming "Researching TAs" themselves. This suggestion derives from our recent collaborative work with/within the…

Despite increasing evidence showing the benefits language teachers can reap from university-school collaborative action research (CAR), scant attention has been given to how university researchers collaborate with language teachers, what challenges they might encounter, and how they navigate such challenges in CAR. To fill the gap, this study…

This study focuses specifically on the writing up process of relatively inexperienced teacher researchers. The data consist of interviews with 11 teacher researchers at a private university in Turkey. There was evidence that mentor-supported collaboration created a socio-constructivist learning environment, leading to the development of academic…