Leveraging English in academic research: A key priority in educational language policy from teachers’ perspectives

Abstract

In an increasingly globalized academic environment, English serves as the primary language for research, international collaboration, and scholarly communication. As a result, educational language policies emphasize enhancing English proficiency in academic research. While challenges faced by non-native speakers have been widely studied, less attention has been given to teachers’ perspectives on the role of English in research and its impact on academic success. This study examines teachers’ attitudes toward English in academic research and explores strategies for its effective integration. A qualitative approach was adopted, using semi-structured interviews with faculty members from various disciplines. The findings reveal that while teachers recognize the importance of English in research and express a positive stance, there is a lack of structured training and institutional support. This highlights the need for targeted professional development to strengthen teachers’ linguistic competencies and for policymakers to implement a comprehensive language acquisition strategy that aligns with academic and research priorities.

Keywords: Academic research; attitudes; educational language policy; top-down strategies; training