“We research who we are”: An identity-focused approach to research education for language teachers

Nguyen, Mai (2025) “We research who we are”: An identity-focused approach to research education for language teachers. Studies in Second Language Learning and Teaching. ISSN 2083-5205 (In Press)

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Abstract

Inspired by the importance of understanding oneself as a foundational step in conducting meaningful research, the current study explores an identity-focused approach aimed at enhancing the efficacy of research education for language teachers. Conducted within the context of a postgraduate-level research methods course for second language teachers based in the UK, the study explored the experiences and perspectives of four focal language teacher-researchers from diverse backgrounds. The identity-focused procedure emphasised and capitalised on aspects of teachers’ personal, professional, and interpersonal lives (i.e., cultural, ethnic, and socioeconomic background, interests and passions, professional expertise and experiences, personal qualities, experiences, values and beliefs, and interaction with others) during key stages of the research process (brainstorming research topics, narrowing down research focus, conducting literature reviews, and choosing research methodology). Data included teachers’ identity-focused tasks and post-course written reflections. The findings demonstrate that the teacher-researchers’ linguistic, social, and professional identities are clearly reflected throughout all stages of the research process, indicating that who they are shapes what and how they research. Notably, this identity-focused approach enabled them to use their identities both as a resource for research engagement and as a direction for research and practice. At the same time, participants reported challenges with identity-focused research, mostly stemming from unfamiliarity with self-disclosure and balancing personal identity with academic rigour. These findings offer insights into fostering a more personalised and effective approach to research education for language teachers.