The influence of higher education research methodology teachers' academic identity on EFL students' attitudes toward research

Abstract EN

Teaching research methodology to undergraduate students at the departments of English in Algeria, under the LMD system, is considered a big challenge for both teachers and students.

In this article, we tried to find the extent to which the academic identity of research methodology teachers, especially the researcher-identity, plays a role in shaping their students' attitudes toward the research methodology subject in general, and toward research, in particular.

An interview and a questionnaire are designed and filled by the research methodology teachers and EFL Students at Batna 2 University, respectively.

The results reveal that, first, research is a minor part of the work of teachers and this does negatively influence the development of their researcher-identity.

Second, there is lack of research experience transfer from teachers to students at this level.

Finally, undergraduate EFL students at the Department of English, Batna 2 University are interested to learn this subject but they complain mainly about the way it is taught.

Hence, it is recommended for teachers of this subject to employ effective and interactive means that could help them create a healthy atmosphere where they act their roles not only as teachers but also as researchers and where their students develop more positive attitudes toward scientific research.