Main Article Content

Yen phuong


Lecturers’ research capacity has long been considered as an important component that contributes to their own professional development as well as classroom teaching practice. Specifically, teaching effectiveness will be improved significantly when teaching is integrated with research activities (Healey, 2005). However, studies conducted by English lecturers account for a very small portion as compared to those by lecturers of other disciplines. Different reasons have been suggested for the situation but few studies have been conducted to name the specific difficulties that English lecturers are currently encountering. The current study investigates what has specifically prevented English lecturers from various universities in the
Mekong Delta, Vietnam from doing research and proposes some suggestions to encourage them to involve more in research activities. Participants include 103 English university lecturers from fifteen colleges and universities in the Mekong Delta. The study provides useful information to institution leaders and policy makers so that they can make some changes to improve the situation.

Article Details

บทความวิจัย (Research Article)


Almazrawi, G. (2014). Exploring the reflective practice among Saudi female inservice teachers. Unpublished
doctoral dissertation, Boise State University.
Atay, D. (2006). Teachers’ professional development : partnerships in research. Tesl-Ej, 10(2), 1-15.
Borg, S. (2007). Research engagement in English language teaching. Teaching and Teacher Education, 23, 731-747.
Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358-388.
Borg, S. (2010). Language teacher research engagement. Language teaching, 43(4), 391-429.
Borg, S. (2013). Teacher research in language teaching: a critical analysis. England: Cambridge University Press.
Borg, S. & Alshumaimeri, Y. (2012). University teacher educators’ research engagement: Perspectives from
Saudi Arabia. Teaching and Teacher Education, 28(3), 347-356.
Doan, T.K.K. & Nguyen, T.H.A. (2005). Teachers’ attitudes to classroom research in Vietnam. Teacher’s
Edition, 18, 4-7.
Donato, R. (2003). Action research centre for applied linguistics online resources. Received from www.
cal.org/resources/digest/digest_ pdfs/0308donato.pdf
Gurney, M. (1989). Implementer or innovator? A teacher’s challenge to the restrictive paradigm of traditional research. Clevedon: Multilingual Matters.
Hargreaves, A. (2001). The emotional geographies of teachers’ relations with colleagues. International Journal
of Educational Research, 35(5), 503-527.
Kiley, M. & Mullins, G. (2005). Supervisors’ conceptions of research: what are they?. Scandinavian Journal of
Educational Research, 49(3), 245-262.
Kincheloe, J. (2003). Teachers as researchers: qualitative inquiry as a path to empowerment. 2nd ed. Falmer.
Kirkwood, M. & Christie, D. (2006). The role of teacher research in continuing professional development. British
Journal of Educational Studies, 54(4), 429–48.
Lankshear, C. & Knobel, M. (2004). A handbook for teacher research: from design to implementation. Maidenhead: Open University Press.
Lyle, S. (2003). An investigation into the impact of a continuing professional development programme designed to
support the development of teachers as researchers in South Wales. Journal of In Service Education, 29,
Nunan, D. (2006). Action research and professional growth. TESOL Symposium on English Teacher
Development in EFL Contexts. Retrieved from http://www.tesol.org/ docs/default-source/new-resourcelibrary/
Roberts, J. R. (1993). Evaluating the impacts of teacher research. System, 21(1), 1-19.
Shavelson, R. J. & Towne, L. (2002). Scientific research in education. National Academy Press.
The Government. (2014). Decree 99/2014/ ND-CP regulating the investment on potential development and
pr omot ion of science and technology activities at universities. Retrieved from http://vanban. chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_id=1&mode=detail&document_
Thomas, G. & Pring, R. (2004). Evidence-based practice in education. Maidenhead: Open University Press.
Uoc, T.M. (2013). Research engagement of lectures - the important element in improving the quality of education at
universities today, accessed on 01 October 2016. Retrieved from http://yersin.edu.vn/Download/MyFile/331
Willemse, T. M. & Boei, F. (2013). Teacher educators’ research practices: an explorative study of teacher
educators’ perceptions on research. Journal of Education for Teaching, 39(4), 354-369.