The research engagement among EFL teachers in general education schools in Saudi Arabia

Abstract EN

The present study aims at identifying the status of English as a Foreign Language (EFL) teachers’ research engagement, the impact of research practice on their professional development and teaching competencies, and the effects of demographic variables on both reading and conducting research.

It utilized a questionnaire adapted from Borg (2009).

The participants (N= 152) were EFL teachers in public schools in Saudi Arabia.

Following a descriptive-analytical research design, the results showed that the majority of teachers (41)% were “sometimes” reading research.

There were statistically significant differences in reading research due to their qualifications and interest in attending the research methods course.

On the contrary, there were no statistically significant differences due to experience, teaching grade, and weekly hours of instruction.

Additionally, most teachers (35%) were “sometimes” doing scientific research.

There were statistically significant differences in conducting scientific research due to weekly hours of instruction and attendance at the research methods course, whereas there were no statistically significant differences due to experience, teaching grade, or educational qualifications.

Practical implications and recommendations for future research were provided.