Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction
Datos Bibliográficos
| ID | 21360356 |
|---|---|
| Autores | Hyun‐bin Hwang (0000-0001-6403-0805, Second Language Studies Michigan State University East Lansing Michigan USA, autor de correspondencia) |
| Año | 2023 |
| Volumen | 107 |
| Número | 3 |
| Páginas | 734-755 |
| Fecha de publicación | 2023-09-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Modern Language Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.12864 |
| OpenAlex | W4386033406 |
| Idioma | EN |
| Citas recibidas | 9 |
| Referencias citadas | 70 |
This study investigated the influence of teachers’ experience with research‐related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective of the level of teachers’ prior experience with research‐related activities. First, there was a marked discrepancy between teachers’ grammar instruction and pedagogical recommendations of form‐focused instruction studies. Second, in‐class environment was the most influential element in shaping their grammar instruction. Third, more research‐related activities in the past did not lead to noticeable research engagement in the present. Fourth, lack of external support was the biggest hindrance to teachers’ research engagement to implement evidence‐based grammar instruction. However, prior research‐related experience appeared to nudge teachers into acknowledging the value of research while also causing them to be more cognizant of the limited relevance of research to their grammar teaching practice. I argue that the irrelevance of research can be a more serious obstacle to teachers’ research engagement in the long term and L2 pedagogy literacy of researchers is a prerequisite for research‐informed pedagogy to be achievable
Exploratory research · Grammar · Linguistics · Literacy · Mathematics education · Obstacle · Pedagogy · Political science · Sociology · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Student Assessment and Feedback
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Research engagement among K–12 world language teachers
Foregrounding language teacher agency and positioning of EFL teachers in the research-practice nexus
Orchestrating the EFL ensemble
A systematic review of the teaching-research nexus in language teacher education
(Re)Examining the research–practice interface
Navigating the research–practice relationship
A Proposal to Center Relevance in Applied Linguistics Research
Bridging the research‐practice divide
International Handbook of Research on Teachers' Beliefs
Questionnaires in Second Language Research
Learning Vocabulary in Another Language
Oral Feedback in Classroom Sla
Measuring Implicit and Explicit Knowledge of a Second Language
Do teachers care about research? The research–pedagogy dialogue
Focus on form
Foreign Language Educators’ Exposure to Research
Focus on Form
Implicit and explicit instruction in L2 learning
The Role of the Linguistic Environment in Second Language Acquisition
Evaluating Effect Size in Psychological Research
The input hypothesis
The Routledge Handbook of Instructed Second Language Acquisition
Anniversary article. Classroom SLA research and second language teaching
‘Who Is My Research for?’
Integrating Grammar in Adult Tesol Classrooms
Theories pass. Learners and Teachers Remain
Anniversary article. Applied linguistics and evidence-based classroom practice
The Research–Practice Dialogue in Second Language Learning and Teaching
In it Together
Teacher Beliefs About Second Language Research and Researchers
Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research
Nurturing Teachers’ Research Mindset in an Inquiry‐Based Language Teacher Education Course
Researcher‐Supported Professional Learning and Development for Instructors in Adult L2 Programs
‘English fever’ in South Korea
English Language Teachers' Conceptions of Research
“I think that is a better way to teach but …”
Form-Focussed Instruction and Second Language Acquisition
The impact of a professional development program on EFL teachers’ beliefs about corrective feedback
Professional development of secondary school EFL teachers
Second language acquisition, teacher education and language pedagogy
Research into practice
Language teacher research engagement
Communication-oriented language teaching
Research into practice
SLA research and L2 pedagogy
Dismantling the Ivory Tower in Tesol
Current Issues in the Teaching of Grammar
Teaching foreign language grammar
| Obras citantes distintas | 9 |
|---|---|
| Citas por año | 4,5 |
| Intervalo de citas | 2024 - 2026 (3) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 9 |