Innovation in Language Learning

This comprehensive study evaluates motivation, institutional support, professional identity, and advanced education in English as a Foreign Language (EFL) research method. The study targeted 50 teachers from Saudi Arabian schools. Findings show various influences on research procedures. 44.0% of teachers said their research motivation was extremely high, and 52.0% said their identity and positionality influenced their research. However, only 24.0% strongly agreed that their master's degree boosted their research identity. Institutional support was positive, with 58.0% admitting their institutions provide enough research resources. However, 34.0% were neutral about the value of research for professional identity, demonstrating diversity in the sector. 62.0% of participants were satisfied with their colleagues' help, which was also important. EFL researchers need specialized support and resources to meet their needs, and personal identity, institutional backing, and motivational factors influence research practices and involvement, according to this study.

Keywords: Research engagement, institutional support, motivation, financial support, academic teaching, emotional intelligent, positionality, EFL teaching, Saudi Arabia

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