Iranian English Language Teachers’ Conceptions Towards Research

Research is employed as an approach of developing thoughtful information on any particular issue. Research generates knowledge of a subject by means of intensive investigation and testing of the material (Nazem&Tabatabaei, 2013). Teachers’ perceptions towards research are a way to improve the quality of teaching and learning. Regarding the significance of research, very few studies have been conducted to probe into teachers’ conceptions. The present study was conducted on 98 EFL teachers surveying the conceptions of research. An understanding of this subject is very significant to the progress of conditions for encouraging teachers to be to get engaged with the research. Data from the work were gathered by means of Borg’s (2009) questionnaire. The results of second question showed that among 98 English teachers only 24 teachers often or sometimes read published research which is a very index. Teachers’ reasons for the third research question were lack of time , knowledge , access to resources and institutional support as influential factors which limited them to be research engaged. The findings of this research indicate that the teachers’ conceptions of research are very near to conventional scientific theories and findings. Teachers also reported I do not have access to books and journals , I am not interested in research , I do not have access to books and journals , I findpublished research hard to understand and Published research does not give me practical advice for the classroom as influential factors which restrict their abilities to be research engaged. The extents teachers say they do research are only (12.2%). On the whole, this research points to a number of conceptual and external barriers for teachers to be research engaged. The findings of the present study may also be useful for teachers who want to promote English teaching; teachers require changing their conceptions towards research in their situation as English teachers. They should improve their level in doing or reading research not only to be research engaged but also to improve its quality and having planned to persuade teachers being research engaged is not possible without the organizational, practical and intellectual supports which are needed.

Keywords:

Research , Teachers’ Conceptions