Mindsets about research in ELT: A scoping review of theories, and implications for teacher development

Thi Minh Hanh Nguyen; Xuan Mai Le; Trang Bui Le Diem

doi:10.65956/procia.2026.83

Authors

Thi Minh Hanh Nguyen Corresponding author email: mariaminhhanh2711@gmail.com Can Tho University https://orcid.org/0009-0004-4902-9864
Mai X. Le Can Tho University
Trang Le Diem Bui An Giang University, Vietnam National University Ho Chi Minh City https://orcid.org/0000-0001-8360-152X

DOI:

https://doi.org/10.65956/procia.2026.83

Keywords:

mindset, research engagement, teacher-researcher nexus, teacher development

Abstract

Teachers’ mindsets toward research act as a catalyst for professional development in English language teaching. While there were theories of mindset in language teaching and case studies into educational research practices, the field lacks a comprehensive synthesis of how educators conceptualize research engagement. Addressing this gap, this study aims to both examine mindsets about research, drawing on dual theoretical lenses including the mindset theory and the teacher-research nexus, and demonstrate emerging trends in this field, such as participatory action research and influential factors on research productivity and engagement. The 14 peer-reviewed papers (11 empirical studies on trends and 3 theoretical works) were sourced from academic databases like Google Scholar and Scopus (2016 – 2025), employing a snowball sampling with keywords “mindset toward research”, “research practice”, and “research engagement” in the TESOL context. After a thematic analysis, the data were categorized into three themes: 1) Fundamental theoretical changes in educational psychology; 2) Synthesizing the “Mindset toward research” via the Teacher-Research Nexus; 3) Micro-level from pedagogical Interventions and Macro-Structural Constraints. The analysis revealed the role of growth mindsets in sustaining research engagement, uncovered critical mediators of research implementation, and offered guidance for teacher educators and administrators in fostering inquiry cultures.

Author Biographies

Thi Minh Hanh Nguyen, Can Tho University

Nguyen Thi Minh Hanh is a PhD student in Principles and Methods in English Language Education at Can Tho University, Vietnam, where she was honored to be admitted directly to the doctoral program without completing a Master’s degree. In recognition of her early research contributions, her previous work has focused primarily on understanding group work dynamics in language education. Building upon these experiences, Hanh’s current doctoral research explores teachers’ research mindsets in English language teaching practices, with the hope of contributing to professional development practices in Vietnamese higher education.
Mai X. Le, Can Tho University

Dr. Le Xuan Mai, Head of the Department of General English and English for Specific Purposes, School of Foreign Languages, Can Tho University, Vietnam, obtained her doctorate degree in Education in Australia. Her research interests include English language teaching (ELT), ICT in ELT, teacher education, and teacher professional development.
Trang Le Diem Bui, An Giang University, Vietnam National University Ho Chi Minh City

Dr. Bui Le Diem Trang is a senior lecturer in the Faculty of Foreign Languages at An Giang University, Vietnam National University, Ho Chi Minh City. She has a master's degree in Applied Linguistics from the University of Queensland, Australia, and a PhD in Applied Linguistics from Victoria University of Wellington, New Zealand. She has over 15 years of teaching experience, specializing in training pre-service and in-service EFL teachers. Her professional interests include English teacher education, task-based language teaching (TBLT), and technology in language education.

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