Factors preventing in-service University English Language Teachers from Becoming Action Researchers

What is it about?

Given the importance and need for teachers' autonomy and bridging the gap between teaching and research, the notion of teacher research (TR) has gained currency in the field of action research. The idea is to enable teachers to address their classroom-specific issues without having to rely too heavily on published research. This article, therefore, explores the factors that motivate or de-motivate university English language teachers from engaging in classroom research.

Featured Image

Why is it important?

This article fills the gap in literature by exploring an array of motivating and discouraging factors in the context of Pakistan. This article informs language teachers in a higher education, teacher educators, and policy makers about the impediments in achieving teacher autonomy and pedagogical efficacy in higher education.