Abstract
This study aims to deductively-inductively derive the conceptual and measurement models of teacher-researcher autonomy among Chinese university teachers teaching English as a foreign language (EFL) using an exploratory sequential mixed methods design. Semi-structured interviews were conducted with eight Chinese EFL teachers at university level, and the data was subjected to qualitative content analysis. Based on the extracted themes and categories, a questionnaire was developed and administered to 302 Chinese EFL teachers at university level, and confirmatory factor analysis and a Pearson correlation test were applied to the data. The results suggest that the models, with good validity and reliability, fully captured the three interrelated dimensions of teacher-researcher autonomy, i.e., willingness, capacity, and freedom to take control of one’s research independently and/or collaboratively. In addition, the findings portray Chinese EFL academics as not being satisfied with their capacity and freedom to take control of their research, despite their relatively high willingness to conduct research independently and lead collaborative research. The implications of the findings for universities, teachers, research training programs, journals, and government and funders are presented.
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Notes
In China, there are three types of universities: private universities, ordinary public universities, and high-ranking public universities on the “Double First-Class” list. The “Double First-Class” list, released in 2017 and updated in 2022 by the Ministry of Education, the Ministry of Finance, and the National Development and Reform Commission, represents China’s determination to build world first-class universities and disciplines by the mid-twenty-first century.
Chinese EFL teachers’ research areas include English language education, English linguistics, English literature, translation, and the professional development of EFL teachers. The Chinese Social Sciences Citation Index (2023–2024) released by the Institute of Chinese Social Sciences Research and Assessment of Nanjing University, China, lists ten journals containing the term “foreign language” in their titles and two journals containing the term “translation” in their titles; these journals constitute the main platforms for Chinese EFL teachers to publish papers about English language education, English linguistics, and translation. In addition, the index lists six journals containing the term “foreign literature” in their titles, and these are the main platforms for Chinese EFL teachers to publish papers about English literature. Finally, the index lists 37 journals with the term “education” in their titles and 73 university journals; these journals publish a number of articles in Chinese EFL teachers’ research areas annually.
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Peng, W. Teacher-Researcher Autonomy of Chinese EFL Academics: An Exploratory Sequential Mixed Methods Design. High Educ Policy (2024). https://doi.org/10.1057/s41307-024-00347-2
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DOI: https://doi.org/10.1057/s41307-024-00347-2