This study examined beliefs about the research-pedagogy link by graduate students, full-time L2 instructors, and language program directors at Ivy League universities. Results indicated that participants held different beliefs depending on their roles, with language program directors holding the most positive beliefs about L2 research. Results further showed that L2 teaching qualification and L2 teacher training experience positively predicted participants' engagement with research.
This study investigated foreign language instructors' beliefs about the research-pedagogy link by focusing on instructors at seven US Ivy League universities. Participants (N = 107) held different roles at their universities: graduate students (n = 17), full-time L2 instructors (n = 69), and language program directors (n = 21). Data were collected by means of a survey that asked about participants' understanding and use of L2 research. The survey data were first submitted to exploratory factor analyses. In addition, one-way ANOVAs were conducted for each factor to determine whether there were differences among instructors with different roles. Finally, multiple regression models were tested to identify predictors of participants' beliefs about L2 research. The factor analysis resulted in a 5-factor solution: (a) usefulness of research, (b) researchers' engagement with teaching, (c) perceived institutional expectations, (d) engagement with research, and (e) trust in research and researchers. Instructors held different beliefs depending on their roles. Overall, program directors held more positive beliefs about L2 research than full-time L2 instructors, and full-time L2 instructors held more positive beliefs than graduate students. Regression models showed that L2 teaching qualification (degrees related to L2 teaching) and L2 teacher training experience (how frequently instructors train other L2 teachers) positively predicted participants' engagement with research.
