English Language Teachers' Conceptions of Research.

By S. Borg. 2009

358 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8df2f8593e2556807f4d8e75783dc74dc064ea67

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Yueting Xu
2. Hossein Nassaji
3. Hong Zhang
4. Qiang Wang
5. S. Borg
6. Anne Feryok
7. D. Larsen-Freeman
8. K. Folse

In Sociology and Political Science

1. Yueting Xu
2. Hossein Nassaji
3. Hong Zhang
4. Qiang Wang
5. S. Borg
6. D. Larsen-Freeman

Citations in the corpus

• The relationship between SLA research and language pedagogy: Teachers’ perspectives (2012, background): “Borg (2009), for example, found that many teachers in his study often associated research with an activity that requires large groups of subjects, involves statistics, is objective, and leads to written publications.”
• Promoting teacher autonomy through university–school collaborative action research (2014, background): “As Borg (2009) states, ‘ideally a sound collaboration should be a give-and-take situation, in which parity, reciprocity and a sense of joint ownership are key components.”
• Language teacher research engagement (2010, background): “This is perhaps one criticism that could be levelled at some of the work from Oman (additionally, this work, through examples of methodologically-limited attempts to demonstrate causal links between teaching and learning, highlights difficulties which teachers often have in adapting an orientation t”
• Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction (2014, background): “This phenomenon, though quite common across contexts (Borg, 2009), sends a misleading message to teachers, as it obviously conflicts with the potential of teacher research to inform and enrich pedagogy (Hargreaves, 1999) and undermines the assumption that teachers’ reading or doing research will…”
• Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use (2015, neutral): “The research that does exist, consists mainly of minimally intrusive methods such as surveys, which tend towards findings that teachers do not use research and find it irrelevant to their practice (e.g. Borg 2009; Hagger et al. 2008).”