Although English as a foreign language (EFL) teachers in higher education have traditionally focused on teaching, they are increasingly required to engage in research (Reyes-Cruz & Perales-Escudero, 2016). The present article, therefore, explores how such teachers understand their research engagement. The study collected qualitative data from 63 such respondents in Japan. Findings revealed that requirements for research engagement differed widely depending on the institution. In addition, according to the respondents, although early career research experiences were perceived to be largely negative, many teachers overcame this hurdle, with most respondents viewing their research engagement to be pivotal for career development.
Keywords: narrative frame; neoliberalism; research engagement; research practices
