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Article published In: Journal of English for Research Publication Purposes
Vol. 5:1/2 (2024) ► pp.31–59

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From local to global

Saudi Arabian EFL teachers’ experiences and strategies in research engagement

 | University of Jeddah
Published online: 17 January 2025
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https://doi.org/10.1075/jerpp.00026.alj
Abstract
This study aimed to explore research publishing participation of English as a Foreign Language (EFL) teachers at universities in Saudi Arabia, particularly regarding non-native English-speaking teachers (NNESTs). This study focuses on teachers’ motivations, the establishment of personal identity, and their emotions in local and international academic publishing. Based on 11 participant interviews, the challenges faced by NNESTs include linguistic and cultural factors alongside organisational and identity points of pressure, with effects such as anxiety and rejection. Achievement depends on external objectives such as career development and conducting research; however, as they progress from one level to another, they become driven by internal factors such as interest and passion. The outcomes underscore the need for enhanced institutional support for several learning interests, including allowing teachers to access global academic materials and resources. Resolving these issues may help promote an academic environment that highlights NNESTs in premier publications. This study calls for reforming current pedagogical practices to better support NNESTs and recommends future research focused on sustained engagement and indexed publication opportunities to support NNEST research paths more effectively.
الملخص
تهدف هذه الدراسة إلى استكشاف مشاركة معلمي اللغة الإنجليزية كلغة أجنبية في النشر البحثي بالجامعات في المملكة العربية السعودية، مع التركيز بشكل خاص على المعلمين غير الناطقين باللغة الإنجليزية. تركز الدراسة على دوافع المعلمين، الهوية الشخصية، ومشاعرهم تجاه النشر الأكاديمي المحلي والدولي. بناءً على مقابلات مع 11 مشاركًا، تتضح التحديات التي يواجهها المعلمون الغير الناطقين باللغة الإنجليزية وتشمل عوامل لغوية وثقافية، إلى جانب ضغوط تنظيمية والهوية، مع الشعور بالقلق من الرفض خلال عملية النشر في مجلات مرموقة. يعتمد تحقيق النجاح في عملية النشر على أهداف خارجية مثل تطوير المسار المهني ؛ ومع ذلك، مع تقدمهم في نشر الابحاث، يصبح الدافع الداخلي مثل الشغف والاهتمام هو الدافع الأساسي. تؤكد النتائج على الحاجة إلى تعزيز الدعم المؤسسي لعدة مصالح تعليمية، بما في ذلك تمكين المعلمين من الوصول إلى المواد والموارد الأكاديمية العالمية. قد يساعد حل هذه المشكلات في تعزيز بيئة أكاديمية تُبرز دور المعلمين غير الناطقين باللغة الإنجليزية في المجلات الرائدة. تدعو الدراسة إلى إصلاح الممارسات التربوية الحالية لدعم المعلمين غير الناطقين باللغة الإنجليزية بشكل أفضل، كما توصي بإجراء أبحاث مستقبلية تركز على تعزيز المشاركة المستدامة وتوفير فرص النشر المفهرس لدعم مسارات أبحاث هؤلاء المعلمين بشكل أكثر فعالية.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Teacher research engagement
    • 2.2Barriers to teacher research engagement in Western journals
  • 3.Method
    • 3.1Sampling and participants
    • 3.2Data collection
    • 3.3Data analysis
  • 4.Results
    • 4.1Agency
    • 4.2Motivation
    • 4.3Identity
    • 4.4Emotions
  • 5.Discussion
    • 5.1High-impact journals
    • 5.2Challenges for NNESTs
    • 5.3Mixed emotions
    • 5.4Rejection as a Norm
  • 6.Conclusion
  • References
References (61)
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