This article challenges the perception of research as intimidating or irrelevant to English language teachers. It advocates reclaiming research as a reflective, empowering and context-sensitive practice. By embracing teacher-led inquiry, emotional engagement and relevance, classroom research becomes a tool for professional growth, learner support and systemic change.
Introduction
For many English language teachers around the world, the word ‘research’ can feel intimidating – sterile, academic, even alien. Some associate it with dense journal articles, complex methodologies or institutional agendas far removed from the realities of the classroom. Others may feel pressure to engage in ‘evidence-based practice’ without clarity . . .
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