Exploring challenges of graduate TEFL students in reading, conducting, and applying research

Abstract

Language teachers’ research engagement has recently gained significant attention in L2 education. However, the challenges faced by graduate TEFL students in Iran during various research stages—reading, conducting, and applying research—remain underexplored. This study employed a qualitative descriptive approach, interviewing 30 TEFL students (15 Ph.D. and 15 M.A.) from state universities in Iran. Findings revealed that participants experienced stress and demotivation due to the complexities of statistical data and quantitative methodologies, often feeling ill-equipped to handle such content. In contrast, qualitative research was perceived as more approachable. A lack of support from professors exacerbated these challenges, highlighting the need for improved mentorship and guidance. Additionally, students struggled with argumentative writing and felt a disconnect between theoretical research and practical teaching applications. Engaging in action research emerged as a valuable tool for professional development, empowering teachers to address their unique challenges. To foster a more supportive academic environment, it is crucial to enhance mentorship and integrate action research into teacher training programs. This approach will enable teachers to engage more effectively with research, ultimately improving their teaching practices and promoting better educational outcomes. Addressing these issues is essential for creating an environment conducive to effective research engagement.