Innovation in Language Learning

English language teachers enter the profession with varied academic and professional experiences but often have limited exposure to research. As institutions increasingly recognize the value of teacher-led inquiry and its effectiveness in education, there is a growing need to support teachers in

developing the interest and skills required to participate in meaningful research. Drawing on Vygotsky’s sociocultural theory (2012), this study examines how structured professional development initiatives, including social interaction, guided mentorship, research-based activities, and collaborative engagement, foster the development of research identities among English language teachers. Using a qualitative thematic analysis approach, 10 novice researchers participate in in-depth interviews to

explore how their experiences shape their research orientation, motivation, and ability to address pedagogical and ethical questions. 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. Preliminary observations suggest that internal collaboration and mentorship are playing a significant role in encouraging engagement, building confidence, and demystifying research. The study aims to contribute to ongoing conversations around teacher professional development by emphasizing internal, collaborative research opportunities that bridge the gap between teaching practice and inquiry, fostering a sustainable and inclusive research

culture in language education. It also helps teachers reflect on their teaching and evaluate the practices they employ. It encourages both experienced and novice researchers to build relationships by sharing knowledge, maximizing the quality time spent in institutions.

 

Keywords: Novice researchers, guided mentorship, social interaction, teacher professional development

 

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