Developing Chinese English language teachers’ research literacy: A multi-case study of an MA TESOL programme at a British university

Teacher research literacy is crucial for bridging gaps between academic research and classroom practices. However, while existing research on language teacher education programmes has primarily focused on teaching aspects, their impact on teacher research literacy remains under-researched. This study explores the influence of a UK-based MA TESOL programme on Chinese English as a Foreign Language (EFL) teachers' research literacy development. Employing multiple data sources, including semi-structured interviews, reflective writing and research portfolios from three focal student-teacher participants, the study reveals that the MA TESOL programme enhanced Chinese EFL teachers' research literacy in five key areas: practice-based research awareness, theoretical literacy, research skills, research volition and ethical literacy. The findings suggest that MA TESOL programmes may serve as potential platforms for enhancing teacher research literacy, thereby promoting the nexus between research and practice and contributing to the development of reflective practitioners. The findings provide practical implications for global language teacher education, highlighting the importance of integrating research literacy into teacher development programmes, thereby empowering teachers’ research-informed teaching practice.