Innovation in Language Learning

In many educational contexts, English language teachers enter the profession with varied academic and professional experiences but often have limited exposure to research engagement. As institutions increasingly recognize the value of teacher-led inquiry and its effectives in education, there is a growing need to support teachers in developing the interest and skills required to participate in meaningful research. This study explores how structured professional development initiatives such as research based activities and collaborative engagement with experienced researchers support the evolving research identities of English language teachers. The study is situated  within an institutional initiative aimed at encouraging English language teachers to explore research as part of their professional growth. Drawing on Vygotsky’s Sociocultural Theory (2012), the study examines how social interaction, guided mentorship, and collaborative spaces and activities contribute to building teachers’ research engagements and competencies, particularly when participants come from diverse educational and professional backgrounds. Using a qualitative approach, the study follows a two-phase design. In the first phase, novice teacher-researchers are paired with experienced researchers to engage in reflective discussions and collaborative sessions focused on research challenges, strategies, and narratives. These interactions are being observed and documented to capture the nature of support and learning. In the second phase, the novice researchers participate in in-depth interviews to explore how the experience is shaping their research orientation, motivation, and ability to address pedagogical and ethical queries. Preliminary observations suggest that internal collaboration and mentorship are playing a significant role in encouraging engagement, building confidence, and demystifying research for novice participants. As the study progresses, it is expected to highlight the transformative potential of professional development initiatives that are embedded within institutional structures and tailored to the unique needs of teachers in the ELT field. The study aims to contribute to ongoing conversations around teacher professional development by emphasizing the value of internal, collaborative research opportunities that bridge the gap between teaching practice and inquiry, ultimately fostering a more sustainable and inclusive research culture in language education.