Sustainable Research Practices for English Language Teachers in Saudi Arabia

Despite growing efforts to integrate research and teaching in education, a persistent gap remains, raising uncertainties about the sustainability of the research-teaching nexus. This study reports on an initiative by a leading university in Saudi Arabia to establish a Scientific Research Committee for English Language Teachers, aimed at promoting the research-teaching nexus within the department. The study aims to explore teachers’ involvement in the initiative, their self-assessment of research literacies, and their perceptions of the impact of research on teaching. This leads to the identification of the contributors and barriers to nurturing a sustainable research-teaching ecology. A mixed-methods approach was employed, with purposive sampling of English Language teachers across five groups: (1) most active, (2) less active, (3) new staff, (4) PhDs, and (5) Master’s degree holders. This study provides a multidimensional view of teachers’ perceptions of the research-teaching nexus, employing a research literacy questionnaire, scenario evaluations, and a SWOT analysis to identify factors that enhance effectiveness and address barriers to sustainable research integration for English teachers. Results revealed significant variations based on teachers’ qualifications and engagement levels. More qualified and engaged participants strongly supported the research-teaching nexus, with institutional support, professional development, and career advancement, and adequate resources cited as key benefits, though procedural, psychological, and contextual barriers must be addressed for sustainable integration. Finally, in alignment with Klein and Gwaltney’s model, a bidirectional dissemination plan, comprising dissemination, facilitation, and implementation, is proposed as essential for establishing and sustaining a robust research-teaching ecosystem.