This article focuses on an investigation of English as a Foreign Language (EFL) teacher (de)motivation in Spain which underwent a methodological transformation from mixed methods to a qualitative approach. Unexpected statistical results from the questionnaire in the piloting phase led to the creation of interview prompts, a dynamic data collection…

Despite the professional learning benefits that may be realised through participation in research, many institutions and teachers are reluctant to get involved. They (correctly) anticipate that it will require some time, effort, and commitment. They may understand that research is important for improving education practices but more direct and…

This interview with James E. Purpura via Zoom comes in uncertain times, with CVOID-19 turning into a global pandemic. The author delves into different issues related to James E. Purpura's early career and his Language Assessment Quarterly (LAQ) editorial experience. Then moves on and talk about his research and teaching. The final part will…

This article critically examines the implementation of Exploratory Practice in an English for academic purposes (EAP) context in a British university. The innovation involved challenges as well as opportunities for uniting learning, teaching and research. Particular emphasis is given to two teachers, who are the focus of this article: the story of…

This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional…

Despite textbooks serving as a primary educational resource, they are not inclusive. While the argument that the native speaker (NS) lingua-cultural approach or dominance in textbooks may impede English as a lingua franca (ELF)-aware teaching and learning has been accepted by some scholars, this assertion is supported by little empirical evidence…

While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators' professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators' professional…

This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of 'community of practice', the findings of the study show that AR exerted a transformative impact on the teachers' identity development.…

While Action Research (AR) is promoted as a powerful route for teachers' professional development, different contextual challenges may arise during the process; teachers may be helped to overcome these challenges with the guidance of external facilitators. Drawing on data from interviews and the teachers' AR reports, this article explores how two…

Action research is characterized by a new paradigm of empowering teachers to monitor their own practices in a more autonomous manner with a vision of challenging and improving their own techniques of teaching through their own participatory research. Yet in spite of this apparently radical shift in the function of the teacher from the constant…

Growing body of studies has stressed the role of research in teacher education since conducting research informs both teachers and students, and contributes to professional skills. Therefore, this study aimed to find out and compare the perspectives of pre-service and in-service English teachers in an EFL context with regard to finding sufficient…

In a more complex and dynamic world, it is important to have knowledge of research methods in order to understand our internal and external environments. This paper aims to outline different ways of approaching research into language studies and mainly provides an introduction to one of them, the interview. As interviewing is one of the main data…

This mixed methods study adds to a growing international literature on the nature of language teachers' engagement with and in research by examining such engagement in the context of college English teaching in China. Questionnaire responses from 725 college English teachers and interviews with 20 of these teachers indicate that, although they…

The study aimed to explore Chinese language teachers' perception and implementation of instruction based on self-regulated learning (SRL) in a researcher-teacher collaborative project. The participants were 31 teachers and their 10th grade students, from six secondary schools in Hong Kong. The findings of questionnaires, interviews, and…

This article highlights key theoretical and methodological issues and implications of being an insider/outsider when undertaking qualitative research in international educational settings. It first addresses discourses of "self" and "other," noting that identity and belonging emerge from fluid engagement between researchers and…