EFL university lecturers’ schema about research engagement: What are their knowledge, belief, and attitude?

Abstract

About the background, research engagement is an essential component of higher education, contributing to lecturers’ professional development, institutional growth, and pedagogical improvements. However, EFL university lecturers in Vietnam face various challenges that influence their engagement in research activities. This study explores their schema about research engagement, specifically their knowledge, beliefs, and attitudes, to understand the factors shaping their participation. Regarding methods, a convergent mixed-methods approach was employed, collecting data from 97 EFL lecturers at five public universities in the Mekong Delta, Vietnam, through a structured questionnaire and open-ended responses. Concerning the results, quantitative findings indicate a strong awareness of research engagement, with significant positive correlations between knowledge, beliefs, and attitudes. Lecturers highly value research for career advancement and instructional improvement but encounter barriers such as heavy workloads, limited research training, and inadequate institutional support. Qualitative findings further highlight institutional constraints, financial limitations, and time pressures as major hindrances. In conclusion, while some lecturers are intrinsically motivated, external demands and rigid research policies further affect their engagement. The study presents the need for institutional reforms, targeted professional development, and enhanced research support systems to foster a sustainable research culture.