Bridging the research‐practice divide
Insights from a Korean online Community of Practice
Bibliographic Data
| ID | 8939110 |
|---|---|
| Authors | Nari Kim (0009-0002-5303-9139, Department of Linguistics, Languages, and Cultures Michigan State University B‐220 Wells Hall, 619 Red Cedar Road East Lansing MI USA, corresponding author) |
| Year | 2025 |
| Volume | 59 |
| Issue | 1 |
| Pages | 214-235 |
| Publication date | 2025-10-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.70023 |
| OpenAlex | W4415211494 |
| Language | EN |
| Citations received | 2 |
| References cited | 44 |
This study introduces the case of a Korean online Community of Practice (CoP) as a venue for researcher‐practitioner dialogue, following persistent calls from instructed second language acquisition researchers to foster links between research and practice. Given the neglected role of teachers in bridging the gap between research and practice in prior research, this study utilizes a netnographic approach to explore interactions among L2 teachers within an online CoP for in‐service teachers. The study (1) explores how an online CoP can support connecting research and practice and (2) identifies which teachers have the potential to serve as brokers between research and practice. The findings highlight the importance of a bottom‐up approach based on teachers’ voluntary participation and teachers' trust within the teacher community. Further, disseminating research results through in‐service teachers with firsthand classroom experience was effective. Pedagogical implications highlight the importance of teacher testimonies and recommend that professional development actively leverage teacher brokers' expertise in translating scholarly research into actionable classroom strategies
Bridging (networking · Community of practice · Computer-mediated communication · Discussion board · Dissemination · Leverage (statistics · Online community · Online discussion · Online learning · Educational Assessment and Improvement · Evaluation and Performance Assessment · Online Learning and Analytics
Complex adaptive interventions
Communities of Practice
Do teachers care about research? The research–pedagogy dialogue
Foreign Language Educators’ Exposure to Research
Teacher capacity for and beliefs about data-driven decision making
Applied Linguistics Communities of Practice
The Research–Practice Dialogue in Second Language Learning and Teaching
Bridging the Gap Between Researchers and Teachers
Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction
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
Netnography
“I think that is a better way to teach but …”
Teaching
Teacher-learners' engagement in the reconceptualization of second language acquisition knowledge through inquiry
Second language acquisition, teacher education and language pedagogy
Research into practice
Critically Examining Practice‐Based Teacher Education for Teachers of Language Minoritized Youth
Dismantling the Ivory Tower in Tesol
Introducing Action Research into the Education of Postsecondary Foreign Language Teachers
Examining novice language teachers' reflections in an online community of practice
Establishing professional online communities for world language educators
Expanding access to research in Foreign Language Annals
Teacher Study Group
The Teacher Research Movement
Conducting a Netnography in Second Language Acquisition Research
Investigating the Community of Practice of World Language Educators on Twitter
Situated Learning
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |