An introduction of the article "Becoming researchers: A narrative study of Chinese university EFL teachers' research practice and their professional identity construction"

View Segments Segment :

  • Citations
  • Add to My List
  • Embed
  • Link
  • Help
  • Citations
  • Add to My List
  • Embed
  • Link
  • Help
Successfully saved clip
Find all your clips in My Lists
Failed to save clip
  • Transcript
  • Transcript

    Auto-Scroll: ONOFF 
    • 00:01

      XU YUETING: Hi.I'm Xu Yueting from Guangdong University of Foreign Studies.Today, it's my great pleasure to share with you my publishedarticle entitled "Becoming Researchers-- A NarrativeStudy of Chinese University EFL Teachers' Research Practicesand Their Professional Identity Construction,"which appeared in Language Teaching Research in April,

    • 00:23

      XU YUETING [continued]: 2014.For the efficiency of your video watching,I will briefly address the following issues,as suggested by Sage.I will briefly talk about the topic as well as my motivationfor doing this study.It is followed by my concerns before I embarked

    • 00:43

      XU YUETING [continued]: on this research projects.Next, I will briefly analyze the research methods,including methods for data collection and analysis.It is followed by a summary of the key research findings,as well as the reason why the research study was highlyread on Sage.

    • 01:05

      XU YUETING [continued]: I will briefly talk about how these research has illuminatedme in terms of research methodology.Last, but not least, I will give some suggestionsto students who might be tasked with critically evaluatingthis article.So let's start.The topic of this study, as you may have read it,

    • 01:26

      XU YUETING [continued]: is about the research practice of university EFLteachers and the professional identity constructions.Investigation into the research practice of academicis not a novel idea, but it is an interesting issueto be explored, under the following three conditions.

    • 01:47

      XU YUETING [continued]: First, university EFL teachers in China and elsewherein the world has long been considered as teachingwriting research professional.In conscious with this reality, the governmentand many university in China has placed a lot of pressureon teachers' research output.

    • 02:08

      XU YUETING [continued]: And this has prompted them to prioritize researchover teaching.Third, the tension actually has generated a needto understand the research practice,and probing the issue from the perspective of researchers'identity may generate more diagnostic information and also

    • 02:30

      XU YUETING [continued]: in-depth analysis.As it was a narrative study, I did nothave any prior assumption, or hypotheses before Iembarked on this study.However, I have my own concern about whether or nottheir identity constructions as researchers

    • 02:51

      XU YUETING [continued]: exert an influence over the effectiveness of the researchpractice.With this concern in mind, I collected data from two sets.First, I designed survey of [INAUDIBLE] friends, whichrequired teacher to fill in the blanks with some sentencestarters.

    • 03:13

      XU YUETING [continued]: I collected the survey among 140 university EFL teachersin China.And based upon the results, I chose four teachersfor our case studies through interviews.So the data analysis of these two data setsalso takes two steps.

    • 03:35

      XU YUETING [continued]: Number 1, the data from the [INAUDIBLE] friendswas analyzed based upon the five preset themes.Respectively, they are teachers' demographic information,teachers' engagement in universityresearch, the institutional policy, and motivations forand attitudes to research.

    • 03:58

      XU YUETING [continued]: Last, but not least, is the practical constraint as well asthe suggested solution for effective research practice.But the data analysis for the interviewmainly is subject to qualitative content analysis accordingto Miles and Huberman in 1994.The data was subject to open coding

    • 04:18

      XU YUETING [continued]: followed by Excel coding.So the key findings of this studyinclude teachers increase engagementin research and this research.Which means that teachers read and do research more often.Second, teachers have varying attitudes to this research,

    • 04:42

      XU YUETING [continued]: typically reflected as they feel theyare willing to get involved, but theyfeel they are incompetent to accomplish it,as it is so difficult.Next is that most of the teachershave extrinsic motivations for doing research,such as promotion.All this research practice was mediated

    • 05:04

      XU YUETING [continued]: by the mixed context of supportingpolicy practical constraints.In addition, in the teachers identity constructionsas researchers, as shown by the four keys studies,is that there are four key factors thathave a share in teachers' identity constructions

    • 05:25

      XU YUETING [continued]: as researchers.First, sustained research interest.Second, publication.Third, institutional and peer support.Next is their professional lifecycle.I will elaborate it one by one.Sustained research interests serve

    • 05:45

      XU YUETING [continued]: as preconditions for teachers' research practiceand identity constructions as researchers.Without sustained research interest,teachers can be possibly involved in researchconstantly.However, the publishing of the research articlebecome the critical moment in whether or not

    • 06:07

      XU YUETING [continued]: teachers feel they are accepted by the research communityand whether or not they regard themself, and will be regardedby others, as researchers.So we may need to do something to help to teachers publishtheir very first research article to help them to formtheir identity as researchers.Another necessary, but not sufficient

    • 06:28

      XU YUETING [continued]: convictions in teachers' identity constructionsas researchers might be institutional and peer support.They will feel they belong to a certain community,so they can be consistently engaged in research.Last, but not least, whether teachers are in the earlier,or middle, or later stage of professional life cycle

    • 06:49

      XU YUETING [continued]: has a very important role in deciding whether or notresearch has become their primary concernsin their practice.So when I knew that this article was quite highly read,I was quite surprised, as this articlewas read by so many readers.

    • 07:10

      XU YUETING [continued]: But I guess the reason might be two-fold.First, the topic is closely related to teacher's life,no matter if it's teacher in the primary, secondary, or tertiarylevel.To some extent, they are required to do some research.Second, the way this study was conducted,and the way this study was reported,

    • 07:31

      XU YUETING [continued]: is quite reader friendly.So the teacher may feel that the productand the process of the research are made transparent to them.And they're probably more likely to be engaged.But the purpose of this study is notto generate an argument for a necessity of teachers' researchengagement.

    • 07:51

      XU YUETING [continued]: Rather, it is to generate a narrative account of teachers'life experience in research.So what this study has illuminated mein terms of research methodology?So when we think about research methods,we need to creatively combine and use

    • 08:12

      XU YUETING [continued]: different sets of research methodsto best serve our research purpose.That is to say, we should not be constrainedto a particular kind of research methodswhich may have its own limits.And that's why I was converted to [INAUDIBLE]after this research project.Currently, I'm involved in the research projects about teacher

    • 08:35

      XU YUETING [continued]: assessment literacy, and then also adopt a mixed method studyapproach to understand teachers' competency in assessing studentlearning.So last, but not least, if I was in a positionto give some advice to students whoare tasked with critically evaluating this article,I would encourage them to think about alternative ways

    • 08:59

      XU YUETING [continued]: to do a similar study in their own context.Is there any better way or alternative way to doing it?If so, what are they?You may need some kind of brainstorming.In addition, I would also encouragethem to think about the interplaybetween professional identity and their social political

    • 09:22

      XU YUETING [continued]: context.In addition, I would also encourageyou to think about what is the relationship between researchand teaching practice, which seemsquite contradictory according to my teacher's accounts.So there's so much for this video.If you have any further inquiries,

    • 09:44

      XU YUETING [continued]: please feel free to contact me at traceyxutracey@hotmail.com.Thanks for watching.

An introduction of the article "Becoming researchers: A narrative study of Chinese university EFL teachers' research practice and their professional identity construction"

View Segments Segment :

Abstract

Xu Yueting describes the premise, methodology, and findings of her paper "Becoming Researchers--A Narrative Study of Chinese University EFL Teachers' Research Practices and Their Professional Identity Construction."

An introduction of the article "Becoming researchers: A narrative study of Chinese university EFL teachers' research practice and their professional identity construction"

Xu Yueting describes the premise, methodology, and findings of her paper "Becoming Researchers--A Narrative Study of Chinese University EFL Teachers' Research Practices and Their Professional Identity Construction."

Copy and paste the following HTML into your website

Back to Top