Innovation in Language Learning

The relationship between research and practice in the English language field is still limited, “with the levels of practical and empirical interest in this research area being minimal” [1, p. 421]. Not all researchers agree that teachers need to be involved in research engagement; some believe that teachers' experiences should rely on their own experiences and intuition [2,3]. On the other hand, researchers argue that teachers should be equipped with knowledge and skills to better enhance their students' learning [4,5,6]. This paper will look at research engagement issues from the perspective of university-level female English teachers in English as a Foreign Language (EFL) contexts [8]. It will also examine the types of engagement they have, both globally and locally, to publish their research, and will discuss their experiences and emotions during this process. It aims to critically examine the teacher perspective in relation to research engagement, deliberately focusing on transformation through research to impact real-world practices and policies [9]. The sample for this study consists of 50 university-level English teachers who teach EFL. Participants were selected using purposive sampling to ensure that they are representative of the target population. The findings show a low level of intrinsic motivation between the participants. Also, Teachers reported a wide range of emotions associated with their research engagement. Teachers who are involved in global research networks might experience higher visibility and impact, while local research reported relevant to their immediate teaching contexts but less recognized.