Enhancing the Reading of Peer-Reviewed Research in the Teaching English as a Second Language Community
Datos Bibliográficos
| ID | 8157828 |
|---|---|
| Autores | Marian J Rossiter (University of Alberta), Marilyn L Abbott (0000-0003-3594-4426, University of Alberta), Sarvenaz Hatami (0000-0003-1357-4567, University of Alberta) |
| Año | 2014 |
| Volumen | 59 |
| Número | 4 |
| Páginas | 674-692 |
| Fecha de publicación | 2014-10-30 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Alberta Journal of Educational Research (JOURNAL) |
| Identificadores de la revista | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Editorial | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v59i4.55842 |
| OpenAlex | W4399658127 |
| Idioma | EN |
| Citas recibidas | 2 |
Adult ESL instructors’ engagement with research can enhance instruction but is “a minority activity in our field” (Borg, 2010, p. 391). We explored instructors’ engagement with research; applied linguists’ and instructors’ conceptions of teacher-friendly, peer-reviewed research articles; and academics’ commitment to their dissemination. Twenty-three academics completed a survey; 8 adult ESL instructors read three articles, completed a questionnaire, and participated in a focus group interview. Despite a strong commitment to sharing their research with practitioners, academics in this study reported a number of constraints in their efforts to do so. We discuss differences in participants’ perspectives and provide suggestions for academics to enhance practitioners’ engagement with the research literature
Linguistics · Mathematics education · Pedagogy · Reading (process) · Psychology · Second Language Learning and Teaching
| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 0,22 |
| Intervalo de citas | 2017 - 2021 (5) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |