This research article explores the understanding of the research literacy of Indian ESL school teachers, which is crucial in enhancing their instructional practices and promoting effective learning outcomes. Research literacy refers to the ability to critically evaluate and apply research findings to inform teaching practices (Thue, F. 2023). In India, English is the medium of instruction in many schools, ESL teachers play a vital role in shaping students' language proficiency. However, there is a scarcity of research on the research literacy of Indian ESL teachers. The study investigates the research literacy of Indian ESL school teachers, with a specific focus on classroom-based research. A mixed-methods approach is employed. The findings of the study reveal that Indian ESL teachers are not research literate, with a few teachers demonstrating a good understanding of research principles and methods, while the majority of them require further training and support. The study emphasises the importance of promoting a culture of research among ESL teachers, enabling them to design and implement classroom-based research that informs their teaching practices. By exploring the research literacy of Indian ESL teachers, this study offers insights on teacher research literacy and provides insights into the professional development needs of ESL teachers in India.

Authors:
Ravi Kumar Perumalla, Mahindra University, India

About the Presenter(s)
Dr P. Ravi Kumar is an Assistant Professor of English in the department of Humanities and Social Sciences at the Ecole Central School of Engineering, Mahindra University, Hyderabad, India.

See this presentation on the full schedule – Tuesday Schedule

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