Pre-service and practicing EFL teachers’ conceptions of and engagement in research

Abstract

This study explores how 122 pre-service and 79 practicing EFL teachers at a state university in Türkiye conceptualize and engage in research. Grounded in Borg’s (2009) framework, the study combines data from an adapted questionnaire and follow-up interviews with 32 participants (7 pre-service and 25 practicing teachers) to better understand how teachers define research and what prevents them from engaging in it. Findings show that both groups tend to view research as a formal, systematic, and objective process, and they place importance on its practical value in the classroom. Many participants also associated research with informal, everyday problem-solving activities. Despite generally positive views, both groups reported limited engagement in academic research. Key barriers included coursework demands, lack of time, and insufficient training. Overall, the study highlights the need for more accessible, practice-oriented research education in both initial teacher education and ongoing professional development. Supporting teachers in building a more confident and relevant relationship with research can play a key role in bridging the gap between theory and classroom practice.