VIETNAMESE TERTIARY EFL LECTURERS’ RESEARCH ENGAGEMENT FOR PROFESSIONAL DEVELOPMENT: AN ANDRAGOGICAL PERSPECTIVE
DOI:
https://doi.org/10.18173/2354-1075.2026-%25xKeywords:
Adult learning, andragogy, English as a foreign language, research engagement, professional developmentAbstract
This study employed a phenomenological research approach to explore English as a foreign language (EFL) lecturers’ lived experiences of research engagement, particularly their motivations and challenges. Data were collected through document analysis and semi-structured interviews with 18 EFL lecturers at different stages of their careers (early-career, mid-career, and late-career). Grounded in andragogy theory, the findings from this study revealed that EFL lecturers, as adult learners, had internal rather than external motivation for their engagement in research activities. More specifically, institutional policies, improvement of teaching practices, career advancement, and personal interest were four main motivators for EFL lecturers’ engagement in research. On the other hand, time constraints, lack of research competence, lack of peer and administrative support, and financial constraints were significant challenges to this engagement. This study highlights the importance of promoting a supportive research culture for lecturers’ professional development (PD) that aligns with andragogy theory within the context of higher education reforms in Vietnam.
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