From Research to Classroom Practice: An Exploratory Study of College English Teachers' Challenges

Yang Lei

Guangzhou College of Commerce

Abstract：

This study explores the challenges College English teachers report when moving research into classroom practice. An exploratory qualitative approach was adopted, drawing on open-ended questionnaire responses from 30 College English teachers at a higher education institution in China. Twenty-seven teachers provided substantive responses, which were analyzed using inductive thematic analysis. Three interrelated themes emerged: accessing and sustaining engagement with research, translating research into classroom practice, and adapting research-informed practices to curricular and learner contexts. The findings show that teachers’ difficulties extend beyond access to research. Even when research is available, teachers may struggle to interpret and transform research findings into pedagogically usable forms and to adapt them to course objectives, learner needs, proficiency differences, and student expectations. The study therefore highlights pedagogical translation and contextual adaptation as important dimensions of the research–practice relationship. It suggests that teacher development and institutional support should address not only research access and engagement but also teachers’ capacity to interpret, adapt, and enact research in specific teaching contexts.

Key Words：

college English teachers; research engagement; research-informed teaching; pedagogical translation; contextual adaptation