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SETSCI - Volume 3 (2018)
ISAS2018-Winter - 2nd International Symposium on Innovative Approaches in Scientific Studies, Samsun, Turkey, Nov 30, 2018

Language teachers’ beliefs about research: A Qualitative analysis of English teachers at tertiary level in Turkey
Arif Sarıçoban1, Özkan Kırmızı2*
1Selçuk University, Konya, Turkey
2Karabük University, Karabük, Turkey
* Corresponding author:
Published Date: 2019-01-14   |   Page (s): 627-630   |    233     9

ABSTRACT The effectiveness of engaging in research practices on EFL teachers is an important area of study. Therefore, the
present study was undertaken to investigate Turkish English teachers’ beliefs regarding the significance of research engagement
in their teaching practices. To this end, interviews were conducted with 3 English instructors who have been pursuing their M.A.
studies in a state university in Turkey. Purposeful sampling was used in selecting the participants of the current study. Two
criteria were adhered in selecting participants. The first one is that the participants must be in the third semester of his or her
M.A. study so that he or she can generate satisfactory and relevant data upon their theoretical courses undertaken. Secondly,
participants who are actively teaching were selected. Content analysis was conducted in order to analyze the data. The findings
indicate that language instructors have clear ideas as to what research is and the value of research. Apart from this, it was also
reflected in the data that EFL teachers at tertiary level believe in the effectiveness in research in benefitting their teaching
practices, indicating that research engagement can be viewed as a means of professional development.  
KEYWORDS EFL teachers, instructors, content analysis, research engagement, tertiary level
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[4] Chen, Y. N., Gupta, A., & Hoshower, L. (2006). Factors that motivate business faculty to conduct research: An expectancy theory analysis. Journal of Education for Business, 81, 179-189
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