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Sustainable Research Practices for English Language Teachers in Saudi Arabia

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Title: Sustainable Research Practices for English Language Teachers in Saudi Arabia
Language: English
Authors: Ebtesam Abdulhaleem (ORCID 0000-0001-5589-6615), Naila Akram (ORCID 0000-0002-5032-0745), Asma Alshehri (ORCID 0000-0001-8200-4598)
Source: SAGE Open. 2025 15(4).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Self Concept, Teacher Attitudes, Language Teachers, English (Second Language), Knowledge Level, Research Utilization, Second Language Instruction, Barriers, Teacher Qualifications, Faculty Development, Multiple Literacies, College Faculty, Teacher Characteristics
Geographic Terms: Saudi Arabia
DOI: 10.1177/21582440251385472
ISSN: 2158-2440
Abstract: Despite growing efforts to integrate research and teaching in education, a persistent gap remains, raising uncertainties about the sustainability of the research-teaching nexus. This study reports on an initiative by a leading university in Saudi Arabia to establish a Scientific Research Committee for English Language Teachers, aimed at promoting the research-teaching nexus within the department. The study aims to explore teachers' involvement in the initiative, their self-assessment of research literacies, and their perceptions of the impact of research on teaching. This leads to the identification of the contributors and barriers to nurturing a sustainable research-teaching ecology. A mixed-methods approach was employed, with purposive sampling of English Language teachers across five groups: (1) most active, (2) less active, (3) new staff, (4) PhDs, and (5) Master's degree holders. This study provides a multidimensional view of teachers' perceptions of the research-teaching nexus, employing a research literacy questionnaire, scenario evaluations, and a SWOT analysis to identify factors that enhance effectiveness and address barriers to sustainable research integration for English teachers. Results revealed significant variations based on teachers' qualifications and engagement levels. More qualified and engaged participants strongly supported the research-teaching nexus, with institutional support, professional development, and career advancement, and adequate resources cited as key benefits, though procedural, psychological, and contextual barriers must be addressed for sustainable integration. Finally, in alignment with Klein and Gwaltney's model, a bidirectional dissemination plan, comprising dissemination, facilitation, and implementation, is proposed as essential for establishing and sustaining a robust research-teaching ecosystem.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495679
Database: ERIC
FullText Text:
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Items – Name: Title
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  Data: Sustainable Research Practices for English Language Teachers in Saudi Arabia
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  Group: Lang
  Data: English
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ebtesam+Abdulhaleem%22">Ebtesam Abdulhaleem</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5589-6615">0000-0001-5589-6615</externalLink>)<br /><searchLink fieldCode="AR" term="%22Naila+Akram%22">Naila Akram</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5032-0745">0000-0002-5032-0745</externalLink>)<br /><searchLink fieldCode="AR" term="%22Asma+Alshehri%22">Asma Alshehri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8200-4598">0000-0001-8200-4598</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22SAGE+Open%22"><i>SAGE Open</i></searchLink>. 2025 15(4).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 22
– Name: DatePubCY
  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Utilization%22">Research Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/21582440251385472
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2158-2440
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite growing efforts to integrate research and teaching in education, a persistent gap remains, raising uncertainties about the sustainability of the research-teaching nexus. This study reports on an initiative by a leading university in Saudi Arabia to establish a Scientific Research Committee for English Language Teachers, aimed at promoting the research-teaching nexus within the department. The study aims to explore teachers' involvement in the initiative, their self-assessment of research literacies, and their perceptions of the impact of research on teaching. This leads to the identification of the contributors and barriers to nurturing a sustainable research-teaching ecology. A mixed-methods approach was employed, with purposive sampling of English Language teachers across five groups: (1) most active, (2) less active, (3) new staff, (4) PhDs, and (5) Master's degree holders. This study provides a multidimensional view of teachers' perceptions of the research-teaching nexus, employing a research literacy questionnaire, scenario evaluations, and a SWOT analysis to identify factors that enhance effectiveness and address barriers to sustainable research integration for English teachers. Results revealed significant variations based on teachers' qualifications and engagement levels. More qualified and engaged participants strongly supported the research-teaching nexus, with institutional support, professional development, and career advancement, and adequate resources cited as key benefits, though procedural, psychological, and contextual barriers must be addressed for sustainable integration. Finally, in alignment with Klein and Gwaltney's model, a bidirectional dissemination plan, comprising dissemination, facilitation, and implementation, is proposed as essential for establishing and sustaining a robust research-teaching ecosystem.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1495679
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1495679
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        Value: 10.1177/21582440251385472
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      – Text: English
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        PageCount: 22
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Language Teachers
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Research Utilization
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Barriers
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      – SubjectFull: Teacher Qualifications
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      – SubjectFull: Faculty Development
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      – SubjectFull: Multiple Literacies
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      – SubjectFull: College Faculty
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Saudi Arabia
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      – TitleFull: Sustainable Research Practices for English Language Teachers in Saudi Arabia
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