Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction

Abstract

Abstract This study investigated the influence of teachers’ experience with research‐related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective of the level of teachers’ prior experience with research‐related activities. First, there was a marked discrepancy between teachers’ grammar instruction and pedagogical recommendations of form‐focused instruction studies. Second, in‐class environment was the most influential element in shaping their grammar instruction. Third, more research‐related activities in the past did not lead to noticeable research engagement in the present. Fourth, lack of external support was the biggest hindrance to teachers’ research engagement to implement evidence‐based grammar instruction. However, prior research‐related experience appeared to nudge teachers into acknowledging the value of research while also causing them to be more cognizant of the limited relevance of research to their grammar teaching practice. I argue that the irrelevance of research can be a more serious obstacle to teachers’ research engagement in the long term and L2 pedagogy literacy of researchers is a prerequisite for research‐informed pedagogy to be achievable.

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