English Language University Teachers ’ Difficulties in Research Engagement : A C Study in Vietnam

E-mail address: huonglehoang@gmail.com Peer reviewed under reponsibility of Universitas Muhammadiyah Sidoarjo. © 2017 Universitas Muhammadiyah Sidoarjo, All right reserved, the CC BY license (http://creativecommons.org/licenses/by/4.0/ Original Research Article English Language University Teachers’ Difficulties in Research Engagement: A C Study in Vietnam Huong Hoang Le Faculty of Foreign Languages, Hong Duc


Introduction
In Vietnamese tertiary education, research activity forms part of university teachers' workload.Since the publication of The Higher Education Reform Agenda 2020 (Pham, 2010;Sheridan, 2010) was implemented, the role of research activity has come at the forefront of universities goals and operational plans.HERA is a strategic plan for the development of Vietnamese higher education with four main t enforcement of research activity in universities.Since introduced, HERA has directly influenced how university teachers react to the reinforced research activity and how they think about their research engagement.
In Vietnamese tertiary education, research activity forms part of university teachers' Since the publication of The Higher Education Reform Agenda (HERA) 2006 Sheridan, 2010) was implemented, the role of research activity has come at the forefront of universities goals and operational plans.HERA is a strategic plan for the development of Vietnamese higher education with four main target aims, one of which is the enforcement of research activity in universities.Since introduced, HERA has directly influenced how university teachers react to the reinforced research activity and how they think about their research engagement.cultural framework to investigate Vietnamese English language university teachers' difficulties in their research engagement.The study was conducted among structured interview was employed to collect necessary data to explore teacher participants' perceived obstacles to research.The findings of the study show that there was a gap between Vietnamese authorities' expectations of research sh language university teachers' research capabilities.Such gap has caused serious challenges to those teachers and prevented them from effectively engaging in research.On the one hand, t to keep up with the international academic On the other hand, the working realities of university teachers hinder their engagement in research.However, no official investigation has been done to reduce such gap and the enforcement of research activity in universities has been taken for granted.In this sense, the significance of this study is an opportunity for English language university teachers to voice their opinions about the enforced nature of research activity in universities Teacher research concept is developed to bridge the gap between research and teaching practice or between theorists and practitioners (Loughran, 2002).In language teaching, attention to teacher research dates back to late 1980s when large conducted to identify the best way to promote language teaching (Allwright & Bailey, 1991).
After that Nunan 's work (1989a, 1989b) fostered the preeminent part of teacher research in language teaching.Inheriting and developing precedent literature on the issue have recently shown their considerable interest in research as Freeman (1998), O'Brien and Beaumont (2000) and Burns (2010).Regarding English language university teachers in specific, two recent works by Alli Borg (2009) seem to provide an insight into how these language teachers conceive research.
The work by Allison and Carey (2007) selected 22 participants from English language teaching staff in a university in Canada.It employed qu generate data to explain the participants' aptitude of research and their perceived difficulties.
The teachers have to face both external and internal challenges over-loaded teaching job, insufficient motivation and little expertise in research methodology.
However, there is a fine line between internal and external constraints to English language university teachers' engagement in research.research concept is developed to bridge the gap between research and teaching practice or between theorists and practitioners (Loughran, 2002).In language teaching, attention to teacher research dates back to late 1980s when large-scale studies were cted to identify the best way to promote language teaching (Allwright & Bailey, 1991).
After that Nunan 's work (1989a, 1989b) fostered the preeminent part of teacher research in language teaching.Inheriting and developing precedent literature on the issue, many scholars have recently shown their considerable interest in research-engaged language teachers such as Freeman (1998), O'Brien and Beaumont (2000) and Burns (2010).Regarding English language university teachers in specific, two recent works by Allison and Carey (2007) and Borg (2009) seem to provide an insight into how these language teachers conceive research.
The work by Allison and Carey (2007) selected 22 participants from English language teaching staff in a university in Canada.It employed questionnaires and interviews to generate data to explain the participants' aptitude of research and their perceived difficulties.
The teachers have to face both external and internal challenges, including a lack of time due, icient motivation and little expertise in research methodology.
However, there is a fine line between internal and external constraints to English language university teachers' engagement in research.research concept is developed to bridge the gap between research and teaching practice or between theorists and practitioners (Loughran, 2002).In language scale studies were cted to identify the best way to promote language teaching (Allwright & Bailey, 1991).
After that Nunan 's work (1989a, 1989b) fostered the preeminent part of teacher research in , many scholars engaged language teachers such as Freeman (1998), O'Brien and Beaumont (2000) and Burns (2010).Regarding English son and Carey (2007) and Borg (2009) seem to provide an insight into how these language teachers conceive research.
The work by Allison and Carey (2007) selected 22 participants from English language estionnaires and interviews to generate data to explain the participants' aptitude of research and their perceived difficulties.including a lack of time due, icient motivation and little expertise in research methodology.
However, there is a fine line between internal and external constraints to English language -cut boundary enforcement of research in university at its early stage, Hiep (2006) was successful in sketching initial problems raised from English language university teachers' research engagement.
However, Hiep's (2006) study was conducted when Higher Education Reform Agenda (HERA) 2006-2020 had not come into operation which meant the enforcement of research in tertiary education had not become an official strategy of the whole Vietnamese education system.While important in contextualizing the Vietnamese tertiary educatio system prior to 2006, Hiep's (2006) findings do not reflect the current situation of English language university teachers' research engagement in Vietnam when HERA is in the end of its progress.Those gaps remained unaddressed leaving space for my curren hope will provide an updated analysis of English language university teachers' perceived difficulties in research in Vietnam.
In this sense, this current study investigates the engagement in research of 21 English language university teachers in Hong Duc University.By involving participants, the study is expected to provide an insight into English language university teachers' voices of their research engagement's constraints.The study focuses on the cultural aspect of English language university teachers' research engagement if the current Vietnamese tertiary contexts promotes or hinders these teachers from doing research.

Socio-cultural approach and Rogoff's three analytical planes
Socio-cultural framework is used to investigate factors constituting English language university teachers' perceived difficulties in their research engagement.Moreover, this framework is used to evaluate whether the current Vietnamese research context pr hinders English language university teachers' engagement in research.By nature, cultural perspective sees human cognition as a dynamic social activity formed through interactions and physically and socially contextualized (Rogoff, 2003; Vy this sense, how English language university teachers perceive their difficulties in research involvement is inter-related with the context where research is performed.In this sense, this current study investigates the engagement in research of 21 English rs in Hong Duc University.By involving a small number of participants, the study is expected to provide an insight into English language university teachers' voices of their research engagement's constraints.The study focuses on the of English language university teachers' research engagement so as to if the current Vietnamese tertiary contexts promotes or hinders these teachers from doing cultural approach and Rogoff's three analytical planes cultural framework is used to investigate factors constituting English language university teachers' perceived difficulties in their research engagement.Moreover, this framework is used to evaluate whether the current Vietnamese research context pr hinders English language university teachers' engagement in research.By nature, cultural perspective sees human cognition as a dynamic social activity formed through interactions and physically and socially contextualized (Rogoff, 2003;Vygotsky, 1978).In this sense, how English language university teachers perceive their difficulties in research related with the context where research is performed.In this sense, this current study investigates the engagement in research of 21 English a small number of participants, the study is expected to provide an insight into English language university teachers' voices of their research engagement's constraints.The study focuses on the socioso as to identify if the current Vietnamese tertiary contexts promotes or hinders these teachers from doing cultural framework is used to investigate factors constituting English language university teachers' perceived difficulties in their research engagement.Moreover, this framework is used to evaluate whether the current Vietnamese research context promotes or hinders English language university teachers' engagement in research.By nature, sociocultural perspective sees human cognition as a dynamic social activity formed through gotsky, 1978).In this sense, how English language university teachers perceive their difficulties in research Rogoff (2003) broadens that theory of knowledge acquisition by seeing development of knowledge as a mutually constituting process among individuals and cultural processes.Such process is specified in three interacting planes: personal, interpersonal and institutional planes (Rogoff, 1995).meaning for their own understandings, attitudes, knowledge, and so on.
indicates the mutual relationship among individuals with other people from which arguments, concepts, beliefs, values are established.Inst practices and institutions of given community.All these three planes are mutually constituted.In the case of this current study, English language university teachers' difficulties in research involvement is examined in three phases: within teachers' cognition, between teachers with other teachers or people in relations and between teachers with their social and physical context.The institutional plane refers to Vietnam's government, Ministry of Education and Training (MOET), higher education setting, university's physical context and curriculum and so on.The interpersonal plane implies the relationship between English language university teachers and their social partners such as their colle researchers and students.Personal plane is indicated by English language university teachers' prior and existing knowledge, their experiences and attitudes and so on.factors in those three planes are reflected in engagement research itself.

Participants
The research participants were selected among university teachers of English in Foreign Language Department in Hong Duc University.I sent invitation pack in the format of an attached Word.doc file to 23 English language university teachers (excluding two teachers who were on maternity leave).University teachers who agreed to take part in the research sent back their consent forms through e of 23 English language university teachers consented to involve in the Skype interview.After that, I contacted 21 interview participants to arrange convenient time and date for interview.
Twenty-one participants were referred to as from 5 males and 16 females whose age ranged from 27 to 50 years old.Three participants were currently pursuing PhD while 19 others had MA degree.Their majors were either English teaching methodologies or applied linguistics with from 2 to 20 years of teaching experience.
Their monthly salary varied from 150 USD to 300 USD.Rogoff (2003) broadens that theory of knowledge acquisition by seeing development of knowledge as a mutually constituting process among individuals and cultural is specified in three interacting planes: personal, interpersonal and institutional planes (Rogoff, 1995).Personal plane accounts for individuals' negotiation of meaning for their own understandings, attitudes, knowledge, and so on.were referred to as from P1 to P21 The participants included 5 males and 16 females whose age ranged from 27 to 50 years old.Three participants were currently pursuing PhD while 19 others had MA degree.Their majors were either English gies or applied linguistics with from 2 to 20 years of teaching experience.
Their monthly salary varied from 150 USD to 300 USD.
(2), October 2017, 91-100 2503-3492 (Online) http://ojs.umsida.ac.id/index.php/jeeshttp:// doi.org.10.21070/jees.v2i2.979Rogoff (2003) broadens that theory of knowledge acquisition by seeing the development of knowledge as a mutually constituting process among individuals and cultural is specified in three interacting planes: personal, interpersonal and dividuals' negotiation of Interpersonal plane indicates the mutual relationship among individuals with other people from which arguments, itutional or community plane refers to social inter-related and mutually constituted.In the case of this current study, English language university teachers' h involvement is examined in three phases: within teachers' cognition, between teachers with other teachers or people in relations and between teachers with their social and physical context.The institutional plane refers to Vietnam's government, Ministry of Education and Training (MOET), higher education setting, university's physical context and curriculum and so on.The interpersonal plane implies the relationship between English agues, policy makers, researchers and students.Personal plane is indicated by English language university teachers' versa, all those on English language university teachers' difficulties The research participants were selected among university teachers of English in s through email in the format of an attached Word.doc file to 23 English language university teachers (excluding two teachers who were on maternity leave).University teachers who agreed to mail as an attachment.21 out of 23 English language university teachers consented to involve in the Skype interview.After interview participants to arrange convenient time and date for interview.
The participants included 5 males and 16 females whose age ranged from 27 to 50 years old.Three participants were currently pursuing PhD while 19 others had MA degree.Their majors were either English gies or applied linguistics with from 2 to 20 years of teaching experience.
Original Research Article English Language University Teachers' Difficulties in Research Engagement: A Case S Huong Hoang Le

Instruments of data collection
This current study employs Skype semi collection.By the use of open ended opportunity to respond in their own words and to express their own personal perspectives (Patton, 2002, p. 348) in order to "seek fu a response" (O'Toole & Beckett, 2010, "involves a general set of questions and format which can be modified or varied if the situation demands" (Lichtman, 2010, prepared to ensure that the same basic lines of inquiry are pursued with each person interviewed" (Patton, 2002, p. 343).Skype interview is one type of telephone interview which "helps avoid the safety problems of personal interviews and are much cheaper than these interviews since no travelling cost is involved All interviews were performed in Vietnamese which was the mother tongue of both participants and I to make sure that participants could express their opinions more freely.
Each interview approximately lasted for 5 minutes and was recorded.Afterwards, all interviews were transcribed verbatim, translated into English and returned to participants for them to check, modify, and add information before approval.

Data analysis procedure
Firstly, the audio records of all 21 interviews were transcribed and translated into English; numbers were then assigned into lines for easy detection of data.Next, those transcripts were read thoroughly several times for overall comprehension.21 interviewees were coded as from IP1 to IP21 for their confidentiality.Similar or contrasting data was highlighted with the same color and then grouped together to make up themes Those new themes were then interpreted by contrasting my personal understandings and experiences with the literature reviewed and Rogoff's (1995) analytical planes.

Findings and Discussion
A great deal of difficulties was specified by a difficulties covered both internal and external elements as elaborated by Allison & Carey English Language University Teachers' Difficulties in Research Engagement: A Case Study in Vietnam

Instruments of data collection
This current study employs Skype semi-structured interview as an instrument of data collection.By the use of open ended-questions, interview offered the interviewees "the opportunity to respond in their own words and to express their own personal perspectives .348) in order to "seek further clarifications, expansion or exploration about (O'Toole & Beckett, 2010, p. 132).Semi-structured interview, on the one hand, "involves a general set of questions and format which can be modified or varied if the man, 2010, p. 141).On the other hand, this set of questions "is prepared to ensure that the same basic lines of inquiry are pursued with each person .343).Skype interview is one type of telephone interview the safety problems of personal interviews and are much cheaper than these interviews since no travelling cost is involved" (De Vaus, 2002, p. 123).
All interviews were performed in Vietnamese which was the mother tongue of both sure that participants could express their opinions more freely.
Each interview approximately lasted for 5 minutes and was recorded.Afterwards, all interviews were transcribed verbatim, translated into English and returned to participants for ck, modify, and add information before approval.
Firstly, the audio records of all 21 interviews were transcribed and translated into English; numbers were then assigned into lines for easy detection of data.Next, those transcripts were read thoroughly several times for overall comprehension.21 interviewees were coded as from IP1 to IP21 for their confidentiality.Similar or contrasting data was highlighted with the same color and then grouped together to make up themes Those new themes were then interpreted by contrasting my personal understandings and experiences with the literature reviewed and Rogoff's (1995)  interview as an instrument of data questions, interview offered the interviewees "the opportunity to respond in their own words and to express their own personal perspectives" rther clarifications, expansion or exploration about structured interview, on the one hand, "involves a general set of questions and format which can be modified or varied if the .141).On the other hand, this set of questions "is prepared to ensure that the same basic lines of inquiry are pursued with each person .343).Skype interview is one type of telephone interview the safety problems of personal interviews and are much cheaper than All interviews were performed in Vietnamese which was the mother tongue of both sure that participants could express their opinions more freely.
Each interview approximately lasted for 5 minutes and was recorded.Afterwards, all interviews were transcribed verbatim, translated into English and returned to participants for Firstly, the audio records of all 21 interviews were transcribed and translated into English; numbers were then assigned into lines for easy detection of data.Next, those transcripts were read thoroughly several times for overall comprehension.21 interviewees were coded as from IP1 to IP21 for their confidentiality.Similar or contrasting data was highlighted with the same color and then grouped together to make up themes or categories.
Those new themes were then interpreted by contrasting my personal understandings and ll 21 teacher participants.Those difficulties covered both internal and external elements as elaborated by Allison & Carey (2007) and Borg (2009).Accordingly such difficulties were categorized into three Rogoff's (1995) analytical planes.

Difficulties from personal plane
At the personal level, English language university teachers' lack of research knowledge and skills and their obsession with task fulfillment were two biggest drawbacks.
First of all, many English language university teachers said thei skills were not sufficient for them Trung & Swierczek's discussion (2009).According to the two researchers, lecturers in Vietnam's universities were "weak in terms of research (Trung & Swierczek, 2009, p. 566).Additionally, English language university teachers' being de-motivated by pressure from task fulfillment was the second obstacle to the enforcement of research in the university.Rogoff (19 that people could accomplish their goals.From all discussion with teacher participants, although English language university teachers emphasized the role of research to their teaching practice, they seemed to be more obsessed with their task fulfillment.Thus doing research was perceived as a way of avoiding the possibility of punishment such as a termination of monthly extra-money.Such pressure led those teachers to target at research quantity rather than research quality.In this case, doing research to only meet university target did not seem to generate quality research which had a direct impact on teaching and learning experiences of students.

Difficulties from interpersonal plane
Difficulties from the interpersonal plane were caused by administrative staff constraints and rare opportunities for English language university teachers to be exposed to the international academic environment.Administrative staff's constraints referred to their limited competence of foreign language, insufficient knowledge of administrative procedures of editing and publishing research.The story about the university staff's lack of English competence told by the participant IP3 illustrated the first administrative Those who were in charge of auditing and editing research proposals were not good enough at English thus resulted in English language university teachers having to translate their work into Vietnamese.This added to those teachers' alrea emerged from administrative staff's insufficient understanding when dealing with administrative procedures aimed at supporting research.The participant IP4 once experienced Journal of English Educators Society, 2 (2), October 201 ISSN 2503 Journal Homepage: http://ojs.umsida.ac.id/index.php/jeesDOI Link: http:// doi.org.10.21070/jees.v2i2.979(2007) and Borg (2009).Accordingly such difficulties were categorized into three Rogoff's

s from personal plane
At the personal level, English language university teachers' lack of research knowledge and skills and their obsession with task fulfillment were two biggest drawbacks.
First of all, many English language university teachers said their existing knowledge and skills were not sufficient for them to effectively conduct research.This fact echoed with Trung & Swierczek's discussion (2009).According to the two researchers, lecturers in Vietnam's universities were "weak in terms of research skills and academic knowledge" . 566).Additionally, English language university teachers' being motivated by pressure from task fulfillment was the second obstacle to the enforcement of research in the university.Rogoff (1995) indicated that motivations helped direct activity so that people could accomplish their goals.From all discussion with teacher participants, although English language university teachers emphasized the role of research to their seemed to be more obsessed with their task fulfillment.Thus doing research was perceived as a way of avoiding the possibility of punishment such as a money.Such pressure led those teachers to target at research er than research quality.In this case, doing research to only meet university target did not seem to generate quality research which had a direct impact on teaching and learning experiences of students.

Difficulties from interpersonal plane
es from the interpersonal plane were caused by administrative staff constraints and rare opportunities for English language university teachers to be exposed to the international academic environment.Administrative staff's constraints referred to their mited competence of foreign language, insufficient knowledge of administrative procedures of editing and publishing research.The story about the university staff's lack of English competence told by the participant IP3 illustrated the first administrative staff constraint.
Those who were in charge of auditing and editing research proposals were not good enough at English thus resulted in English language university teachers having to translate their work into Vietnamese.This added to those teachers' already heavy workload.More drawbacks emerged from administrative staff's insufficient understanding when dealing with administrative procedures aimed at supporting research.The participant IP4 once experienced (2), October 2017, 91-100 2503-3492 (Online) http://ojs.umsida.ac.id/index.php/jeeshttp:// doi.org.10.21070/jees.v2i2.979(2007) and Borg (2009).Accordingly such difficulties were categorized into three Rogoff's At the personal level, English language university teachers' lack of research knowledge and skills and their obsession with task fulfillment were two biggest drawbacks.r existing knowledge and research.This fact echoed with Trung & Swierczek's discussion (2009).According to the two researchers, lecturers in skills and academic knowledge" .566).Additionally, English language university teachers' being motivated by pressure from task fulfillment was the second obstacle to the enforcement of 95) indicated that motivations helped direct activity so that people could accomplish their goals.From all discussion with teacher participants, although English language university teachers emphasized the role of research to their seemed to be more obsessed with their task fulfillment.Thus doing research was perceived as a way of avoiding the possibility of punishment such as a money.Such pressure led those teachers to target at research er than research quality.In this case, doing research to only meet university target did not seem to generate quality research which had a direct impact on teaching and es from the interpersonal plane were caused by administrative staff constraints and rare opportunities for English language university teachers to be exposed to the international academic environment.Administrative staff's constraints referred to their mited competence of foreign language, insufficient knowledge of administrative procedures of editing and publishing research.The story about the university staff's lack of English In Vietnam, every university student needs to learn English as part of the requirement of their degree.However, there is a limited number of English teaching staff.Thi placed English university teachers under enormous pressure and excessive workload, resulting in a lack of enthusiasm to engage in research activity.Over constraints when teachers did not have much time to devote to rese teaching hours.Such causal relationship between over consistent with the findings from two studies by Allison and Carey (2007) and Borg (2009).
In this regard, a lack of time and over English language university teachers' research engagement in different contexts.
Another factor impacting on research output was the affordability of research.There was official funding for national, provincial an (Personal communication with the Head of the Department of Scientific Research).However, expenses for publishing research articles and conducting lower be covered by English language approved lower-level projects went towards the assigned 180 periods of research activity but the cost of these research initiatives were not reimbursed to those teachers.The difficulty was that not all teacher participants had access or opportunities to engage in organizational or higher-level research projects.They mainly involved themselves in research activity by sending articles to domestic journals, doing lower conferences; therefore, they had to bear all the cost when doing research.
IP3: I only conduct mini projects (divisional or departmental department level and it is the fact that I have to pay all expense.IP4: By financial problem, I mean that the university's subsidized funding is not much.Thus if teachers want to devote to research, they have to care about funding themselves (Laughing).Allison and Carey (2007) and Borg (2009).
In this regard, a lack of time and over-loaded work were more likely common challenges to English language university teachers' research engagement in different contexts.
Another factor impacting on research output was the affordability of research.There was official funding for national, provincial and organizational-level research projects (Personal communication with the Head of the Department of Scientific Research).However, expenses for publishing research articles and conducting lower-level research projects had to be covered by English language university teachers themselves.Those published articles and level projects went towards the assigned 180 periods of research activity but the cost of these research initiatives were not reimbursed to those teachers.The difficulty was not all teacher participants had access or opportunities to engage in organizational level research projects.They mainly involved themselves in research activity by sending articles to domestic journals, doing lower-level projects and attending workshops or conferences; therefore, they had to bear all the cost when doing research.
I only conduct mini projects (divisional or departmental-level ones) which are of department level and it is the fact that I have to pay all expense.
By financial problem, I mean that the university's subsidized funding is not much.Thus if teachers want to devote to research, they have to care about funding This burden of finance seemed to be a cause of stress for English langua teachers.On the one hand, the university tasked their teachers to a certain amount of research activity.Some kinds of punishment (a termination of monthly extra teachers could not complete their compulsory workload.the university's support was limited leading to the English language university teachers to self-fund their research to meet the target publications.

Conclusions
In conclusion, the study revealed English language univ constraints when engaging in research.Framed by perceptions informed and were informed by Vietnamese tertiary context.Interpretations from English language university teachers' voices demon the enforcement of teacher research engagement in universities in Vietnam.Research in Vietnamese universities seems to be on the right direction when spreading the culture of research among university teachers.Howeve regulations were fairly serious which needed amending to improve university teachers' research capabilities in general and English language university teachers' in particular.
Teachers' Difficulties in Research 91-100.doi:http:// In Vietnamese tertiary education, research activity forms part of university teachers' (HERA) 2006-Sheridan, 2010) was implemented, the role of research activity has come at the forefront of universities goals and operational plans.HERA is a strategic plan for the arget aims, one of which is the enforcement of research activity in universities.Since introduced, HERA has directly influenced how university teachers react to the reinforced research activity and how they rnal and internal barriers to teacher research engagement, Borg (2009) carried on a study of English language university teachers' conceptions of research.The views of 505 teacher participants from 13 countries were studied through questionnaire and follow-up interviews.The study identifies that a lack of time, knowledge and material access are the most referred reasons for those teachers' limited capacity of research.Borg (2009) also is largely influenced by practical and professional concerns rather than external factors such as employers or Vietnam was not included in these two research projects by Allison and Carey's not fully represent English language university teachers' conceptions of research in Vietnam for the differences of contexts.At this juncture, Hiep's (2006) study conducted among seven English language university oser insight into those teachers' understandings, beliefs, attitudes and actual experiences of research in Vietnamese tertiary context.In his study, problems in conducting research and research dissemination are also discussed.The language university teachers' dissatisfaction with current research Original Research Article English Language University Teachers' Difficulties in Research Engagement: A Case S Huong Hoang Le evaluation regulations; a lack of time, materials and opportunities to disseminate research results; and inappropriate university teachers' research training.

English
Language University Teachers' Difficulties in Research Engagement: A Case Study in Vietnam a lack of time, materials and opportunities to disseminate research results; and inappropriate university teachers' research training.With the regard to the ement of research in university at its early stage, Hiep (2006) was successful in sketching initial problems raised from English language university teachers' research However, Hiep's (2006) study was conducted when Higher Education Reform 2020 had not come into operation which meant the enforcement of research in tertiary education had not become an official strategy of the whole Vietnamese education system.While important in contextualizing the Vietnamese tertiary educatio system prior to 2006, Hiep's (2006) findings do not reflect the current situation of English language university teachers' research engagement in Vietnam when HERA is in the end of its progress.Those gaps remained unaddressed leaving space for my current study which I hope will provide an updated analysis of English language university teachers' perceived difficulties in research in Vietnam.
a lack of time, materials and opportunities to disseminate research With the regard to the ement of research in university at its early stage,Hiep (2006)  was successful in sketching initial problems raised from English language university teachers' research However,Hiep's (2006)  study was conducted when Higher Education Reform 2020 had not come into operation which meant the enforcement of research in tertiary education had not become an official strategy of the whole Vietnamese education system.While important in contextualizing the Vietnamese tertiary education system prior to 2006,Hiep's (2006)  findings do not reflect the current situation of English language university teachers' research engagement in Vietnam when HERA is in the end of t study which I hope will provide an updated analysis of English language university teachers' perceived Interpersonal planeindicates the mutual relationship among individuals with other people from which arguments, concepts, beliefs, values are established.Institutional or community plane refers to social practices and institutions of given community.All these three planes are inter mutually constituted.In the case of this current study, English language university teachers' h involvement is examined in three phases: within teachers' cognition, between teachers with other teachers or people in relations and between teachers with their social and physical context.The institutional plane refers to Vietnam's government, Ministry of Education and Training (MOET), higher education setting, university's physical context and curriculum and so on.The interpersonal plane implies the relationship between English language university teachers and their social partners such as their colleagues, policy makers, researchers and students.Personal plane is indicated by English language university teachers' prior and existing knowledge, their experiences and attitudes and so on.Vice-versa factors in those three planes are reflected on English language university teachers' difficulties The research participants were selected among university teachers of English in Foreign Language Department in Hong Duc University.I sent invitation packs through email in the format of an attached Word.doc file to 23 English language university teachers (excluding two teachers who were on maternity leave).University teachers who agreed to take part in the research sent back their consent forms through email as an attachment.21 out of 23 English language university teachers consented to involve in the Skype interview.After interview participants to arrange convenient time and date for interview.
analytical planes.A great deal of difficulties was specified by all 21 teacher participants.Those difficulties covered both internal and external elements as elaborated byAllison & Carey staff constraint.Those who were in charge of auditing and editing research proposals were not good enough at English thus resulted in English language university teachers having to translate their work dy heavy workload.More drawbacks emerged from administrative staff's insufficient understanding when dealing with administrative procedures aimed at supporting research.The participant IP4 once experienced teachers were annually assigned 280 periods of teaching activity, 180 periods of research activity and an approximately similar amount of other sub teaching periods exceeded the standard workload.IP2: Besides doing research, I have to conduct lectures and do other tasks.I can not devote all of my time to research.Furthermore, teaching workload is so… so… big.IP3: I am in charge of a big number of teaching periods which exceed the workload standard.
ojs.umsida.ac.id/index.php/jeeshttp:// doi.org.10.21070/jees.v2i2.979teachers were annually assigned 280 periods of teaching activity, 180 periods of research vities.In reality the number of Besides doing research, I have to conduct lectures and do other tasks.I can not devote all of my time to research.Furthermore, teaching workload is so… so… big.I am in charge of a big number of teaching periods which exceed the workload In Vietnam, every university student needs to learn English as part of the requirement of their degree.However, there is a limited number of English teaching staff.This situation placed English university teachers under enormous pressure and excessive workload, loaded work led to time arch activity after long loaded work and insufficient time was consistent with the findings from two studies by Allison and Carey (2007) and Borg (2009).ork were more likely common challenges to English language university teachers' research engagement in different contexts.Another factor impacting on research output was the affordability of research.There level research projects (Personal communication with the Head of the Department of Scientific Research).However, level research projects had to university teachers themselves.Those published articles and level projects went towards the assigned 180 periods of research activity but the cost of these research initiatives were not reimbursed to those teachers.The difficulty was not all teacher participants had access or opportunities to engage in organizational-level level research projects.They mainly involved themselves in research activity by nding workshops or level ones) which are of By financial problem, I mean that the university's subsidized funding is not much.Thus if teachers want to devote to research, they have to care about funding Original Research Article English Language University Teachers' Difficulties in Research Engagement: A Case S Huong Hoang Le Journal of English Educators Society, 2 (2), October 201 ISSN 2503 Journal Homepage: http://ojs.umsida.ac.id/index.php/jeesDOI Link: http:// doi.org.10.21070/jees.v2i2.979 Journal of English Educators Society, 2 (2), October 201 ISSN 2503 Journal Homepage: http://ojs.umsida.ac.id/index.php/jeesDOI Link: http:// doi.org.10.21070/jees.v2i2.979teachers were annually assigned 280 periods of teaching activity, 180 periods of research activity and an approximately similar amount of other sub-activities.In reality the number of teaching periods exceeded the standard workload.Besides doing research, I have to conduct lectures and do other tasks.I can not devote all of my time to research.Furthermore, teaching workload is so… so… big.I am in charge of a big number of teaching periods which exceed the workload In Vietnam, every university student needs to learn English as part of the requirement of their degree.However, there is a limited number of English teaching staff.Thi placed English university teachers under enormous pressure and excessive workload, resulting in a lack of enthusiasm to engage in research activity.Over-loaded work led to time constraints when teachers did not have much time to devote to research activity after long teaching hours.Such causal relationship between over-loaded work and insufficient time was consistent with the findings from two studies by