Understanding Chinese TEFL academics’ capacity for research
This study aims to benchmark Chinese TEFL academics’ research productivities to identify and address research productivity issues. Using a literature-based survey, this study examined 182 Chinese TEFL academics’ research outputs, perceptions about research, and personal dispositions for research and workplace context for research across three Chinese higher education institutions. Results indicated that a majority of the TEFL academics produced no research in most research categories over the period 2004-2008. While they were positive about the benefits of research, they did not rate their personal dispositions for research and workplace context for research highly. The findings have implications for enhancing academics’ research capacity in Chinese institutions, TEFL departments, and other similar contexts.
Impact and interest:
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|Item Type:||Journal Article|
|Keywords:||teaching english as a foreign language (TEFL), research productivity, research capacity, Chinese TEFL academics, China, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2011 Taylor & Francis.|
|Copyright Statement:||This is an electronic version of an article published in Li, Bai and Hudson, Peter (2010) Understanding Chinese TEFL academics’ capacity for research. Journal of Further and Higher Education. .|
|Deposited On:||07 Dec 2010 02:57|
|Last Modified:||25 Mar 2013 08:11|
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