Chinese TEFL academics’ perceptions about research: an institutional case study

Abstract

Research capacity building has become a prominent theme in higher education institutions in China, as across the world. However, Chinese TEFL (Teaching English as a Foreign Language) academics’ research capacity has been quite limited. In order to build their research capacity, it is necessary to understand their perceptions about research. This case study focuses on TEFL academics in a Chinese research university with the purpose of describing their motivation to conduct research, the value they accorded to research and their views about the institutional research requirements. Six TEFL academics from the sample university were interviewed. The findings indicate that the Chinese TEFL academics’ research endeavour was driven by external and internal needs. Research was recognised as having a multi‐dimensional value, but various concerns were expressed about the institutional research requirements. The findings suggest several implications for institutional and departmental research administrators to further support TEFL academics’ research capacity building.

Keywords:

• academic work
• Chinese higher education
• qualitative research
• research capacity building
• TEFL academics

Acknowledgements

This research was funded by the joint scholarship provided by Queensland University of Technology (QUT) and China Scholarship Council. Professor Peter Fensham of QUT has also offered very helpful feedback on the drafts of this article.