ABSTRACT

The study aimed to describe and correlate College English teachers’ level of language-research competence and their extent of integration of research into language instruction. Mixed research approach through descriptive-correlational design and thematic analysis was used. The data were collected through online survey with the College English teachers and their English-major students across year levels at Guangzhou College of Commerce, China. Results of the descriptive analysis showed that the teachers’ level of language-research competence is very high, and they integrate research into language instruction to a great extent. In addition, inferential tests revealed that age, academic rank, number of years in teaching English, number of research-related trainings, and number of research publications are determinants of the teachers’ level of language-research competence and extent of integration of research into language instruction. Moreover, there exists a significant correlation between the teachers’ level of language-research competence and their extent of integration of research into language instruction. The problems and challenges encountered by the students in ICT utilization in EFL learning include difficulty aligning research findings with classroom needs, varying levels of interest and motivation, limited access to research resources, time constraints, and lack of research experience and confidence. Considering the study’s salient findings, the researcher designed a plan of action to enhance Chinese EFL teachers’ level of language-research competence and extent of integration of research into language instruction.

Keywords: College-english teacher, language instruction, language research, research competence, research integration