Educational research in undergraduate programs

There has been an increasing amount of literature on undergraduate research as a critical component in initial teacher education (e.g. ^{Blank, 1982}. ^{Hensel, 2012}. ^{Walkington, 2015}. ³⁹. These authors all agree that research creates academic environments to understand teaching and learning processes better and enhance teaching reflection. In our perception, research encourages undergraduates to learn how to use academic-scientific works, helps them discover their research interests, and provides opportunities to start a possible research career. Furthermore, research enables learners to use research results and interpret scientific knowledge with a certain degree of confidence, and it fosters undergraduates’ capacities to integrate theory and practice.

Additionally, ^{Hensel (2012)} states that undergraduate research captures students’ interest and creates enthusiasm for making an original intellectual or creative contribution to their field. ^{Petrella and Jung (2008)} say that “incorporating a research component (…) allows students to develop independent critical thinking skills along with oral and written communication skills. The research process impacts valuable learning objectives that have lasting influence as undergraduates prepare for professional service” (p.1). According to ^{Blank (1982)} , this component encourages the practice of theoretical and practical tasks that simulate difficulties which need to be solved or analyzed from multiple perspectives.

Undergraduate research is essential for fostering a research culture that provides highquality research experiences for students, along with a broad disciplinary understanding in the field. Encouraging such knowledge may be a way to successfully articulate the mission, vision, and strategic plans of the institution. Adopting research may be a pivotal component to mobilize the possibilities of undergraduate education programs to help develop education and foster critical thinking among the pre-service teachers. We defend a critical research perception as a component that generates opportunities to develop critical thinking, reflection, innovation, and disciplinary understanding.

This research perspective is shared by ^{CárdenasRamos and Faustino (2003)}, ^{Akyel (2015)}, ^{Allison and Carey (2007)}, ^{Banegas (2012)}, ^{Benson et al. (2009)}, ^{Borko et al. (2007)}, ^{Borg (2009)}, ^{Fagan, (2015)} , and ^{Castro-Garcés and Martínez-Granada, (2016)} . They agree that such knowledge encourages permanent academic and pedagogical examination of problems to discover intellectual responses and make decisions in the field of education. In this sense, research helps learners become aware of the need to conduct constant reflection in education. This perspective suggests that research is a meaningful alternative for EFL undergraduates to empower the EFL learning process, increase undergraduates’ knowledge about language, the theories about language learning, and the methodologies applied to foster EFL learning and teaching.

Based on the previous perspective, we are clearly in contrast with what the American Educational Research Association (AERA) (2020) stated as educational research. They expressed that this is a careful, systematic, and reflective process that provides reliable contributions by developing flexible examination that offers measurable and statistical interpretations of data to overgeneralize results. We confronted ^{Ary et al. (2018)} when they stated that “(…) the scientific approach is regarded as the single most reliable source of new knowledge” (p. 20). For them, research is a scientific field of study that embraces the full spectrum of rigorous methods that answer questions and drive new tools and techniques. However, we believe that more than discovering realities, it is about assuming statistical interpretations as facts that represent situations or embracing the full spectrum of rigorous methods to respond to the research questions appropriately. Research, especially in education, offers the possibility to understand human behavior and the interaction process to assume a reflective perspective about human perceptions, about a problem, and to provide various interpretations of data by using prolonged engagements. Thus, we may state that enhancing education research helps foresee, clarify, associate, and analyze how to improve the teaching and learning process both analytically and critically.

Pair-work assignments

Pair-work assignment is a teaching and learning strategy that increases student-centered classes, enriches classroom environments, raises motivation, and enhances class productivity. Several studies ( ^{Sert, 2005}. ^{Raja and Saeed, 2012}. ^{Córdoba 2013} ) define pair-work as a teaching technique that increases opportunities to develop intellectual capacities. In this context, it “creates a high level of academic solidarity and confidence which increases task development” (^{Sert, 2005}, p. 1). Moreover, ^{Córdoba 2013} concluded that this method allows students to work together, assume responsibilities for their learning process, and expand their knowledge through constant negotiation with their classmates. Thus, teamwork has become an alternative method to clarify, double-check, and finish assignments by interacting, working cooperatively, and making decisions on how to submit a task.

We agree that this method, as a teaching and learning methodology could strengthen research and facilitate the construction of theoretical and practical knowledge. ^{Kutlay (2013)}, ^{Lombard and Kloppers (2015)}, ^{Lopatto (2003)}, ^{McNulty Ferri (2010)}, ^{Mello et al. (2008)} , and ^{Raja and Saeed (2012)} all conclude that group work assignments are an opportunity to apply what the prospective teachers are learning: “pair work provides different alternatives to foster learning” (^{Bercicova,2007}, p.22). ^{Achmad (2014)} explains that pair-work assignments are a valuable teaching strategy that empowers classroom interaction, self-directed work, and independence, in addition to lessening teachers’ class involvement.

Equally important, students who are less competent in research can receive support from their classmates to become proficient in this area. This point of view is related to a well-known theory (the zone of proximal development) proposed by ^{Vygotsky (1998)} , which “says that if a more competent person and a less competent person face a task, the less competent person becomes independently proficient at what was initially a jointly accomplished task” (^{Chaiklin, 2003}, p. 2). In this sense, group work seems to be an option to foster research knowledge. If one student does not possess the knowledge to comply with the tasks, a classmate can help him/her overcome the barriers. The students would then cooperate to learn from each other and grow when they work alone to encourage the learning process. This study suggests that this strategy would significantly encourage such knowledge in 20 trainee teachers because pair-work seemed to be a possibility of developing tasks with a higher level of success and increasing opportunities to become independent and grow into research. However, there is no theoretical evidence that ascertains the importance of such tasks to promote research in forthcoming teachers.

Research context and participants

This study took place at a public university located in Florencia, Colombia. The institution has a Department of Education Sciences that offers over five undergraduate degree programs: Social Sciences, Mathematics, Spanish and Literature, Child Pedagogy, and the EFL Program. The study plan suggests that the students complete two research courses, submit and implement a research proposal, and socialize its results to get the bachelor’s degree in EFL. Consequently, when the undergraduates are taking the fifth semester, they are supposed to learn educational research theory and submit a research proposal in the sixth semester. Then, in the seventh and eighth semesters, the students need to implement their research proposals. Finally, in the ninth semester, they socialize their results. The participants of this study were 20 undergraduates, whose age ranged between 20 and 25 years old. In addition, there were twelve females and eight males who showed a shared willingness to overcome their barriers in order to complete a research proposal.

Data collection instruments

We used three different instruments to gather information: observations, interviews, and field journals. Firstly, we conducted classroom observations to understand the attitudes, behavior, feelings, and types of ongoing interactions during the assignments. Jacobson et al. argue that “the use of observation provides direct access to the phenomenon under consideration by providing accurate and complete information from the participants’ behavior” (as cited in ^{Córdoba, 2016}, p. 6). The authors support this instrument with semistructured interviews. On his part, ^{Wengraf (2001)} shows that this method is an indispensable way to collect qualitative data and improve knowledge of the phenomenon under research. ^{DiCicco-Bloom and Crabtree (2006)} conclude that this kind of interview is a meaningful way to collect qualitative data. Based on that, we conducted six interviews with the undergraduate learners.

Procedures to implement the task in EFL

To carry out the study, we followed three steps and invested 60 hours. During step one (pair-work assignment organization), the researchers explained each of the ten research tasks, the objectives, and the criteria of the exercises. Then, we negotiated the deadlines and the amount of time available for each work (see Appendix 1: List of Pair-work assignments with aims and expected results ). For step two (pair-work assignment development), the students performed their corresponding tasks. Meanwhile, they exchanged their ideas with other pairs and submitted their draft reports. At this stage, they also discussed with other teams to refine their work. In step three (pair-work assignment presentation), the undergraduates presented their written reports based on the criteria designed for each activity. Then, the researchers gave the information back to the students and asked them to correct them with different pen colors. They also had to self-evaluate their performance while completing the tasks. Once the learners did that, the researchers checked the written reports, and the undergraduates received meaningful feedback.

Data analysis

This section provides an overview of the process for analyzing the data that we collected, examined, compared, and contrasted, to finalize with the emergent theoretical model, as shown in Table 1 along with the procedures followed.

All observations and interviews were audiovideo taped and lasted approximately 40 minutes. They served to obtain reliable information about the efficacy of tasks to enhance research abilities. We then contrasted the data obtained from these sources with the researchers’ field journals. ^{Wallace (2008)} states that this technique allows researchers to collect essential data, especially in qualitative research studies. Moreover, “keeping and using the journal in the qualitative research process creates transparency in the research process and explores the impact of critical self-reflection on research design” ( ^{Ortlipp, 2008}, p. 1). In addition, this process allowed the researchers to keep a written reflection and record of the usefulness of pair-work assignments to promote research, as well as to collect information during a continuous process. We transcribed all the information into Microsoft Word documents, marked each document with names, dates, and organized them in different files (interviews, observations, and journals).

We started the analysis by coding the transcribed data inductively. At this stage, we identified the initial categories without using prior codes. In the following step, we implemented selective coding to integrate the initial codes into more elaborated patterns to form coherent theoretical categories. We then reviewed the literature to contrast the information by using constant comparison to adequately examine the participants’ perception of the research process. ^{Glaser (2007)} argues that constant comparison is a research method that enhances validity and trustworthiness to data analysis. Table 2 relates what we found from the initial codes to the literature review.

Promoting research in the EFL program

This category was created with three main themes (research knowledge, benefits of conducting research, and learning about the research process in detail) and eleven repeating codes supporting these statements. Each of the themes will be explained below.

Research knowledge

Informants emphasized that promoting research knowledge led them to care about the theory and practice of research as the main component to reflect upon the teaching and learning process. They increased their research knowledge by developing tasks that demanded that they understood what research is and the implications of integrating such knowledge in the field of education.

Participant 1 stated that the formation in educational research was a good way to learn about the theory of research, its principles and its basic characteristics (interview 2).

Participant 2 considered that enhancing educational research knowledge helped have a general understanding of what research entails in terms of benefits for education (interview 5).

Participant 3 explained that expanding his background in research let him open his conception about this important component of professional development. He learned research has different ways to get a better understanding of a problem or difficulty (interview 3).

The participants shared this perception about research knowledge because it made it possible to get acquainted with the principles, philosophy, procedures, and the implications of such knowledge in the field of education. Research principles allow for a synthesis, analysis, and reflective process that increases their understanding of how and why research needs to be incorporated in an education program. In our view, knowing about the principles of research allowed pre-service teachers to realize that this component is a fundamental way to critically understand the behavior of human beings, as well as to collect, analyze, and interpret data ethically. Promoting such knowledge allowed students to realize that educational research, rather than being a rigorous process of systematic data measurement, is a process that seeks to understand the forms of interaction that take place in educational contexts.

The participants realized that research demands good practices, such as ethical consideration guidelines that confidentially protect data, seek consent, and take care of the participants. Another reason that may explain why the pre-service teachers became concerned about research is that they learned about research philosophies. They understood the most critical assumptions that determine a research philosophy, such as the ontology, epistemology, and axiology of qualitative research. These assumptions were more than basic research concepts, terminologies, or principles, and they helped learners realize that qualitative research demands that researchers understand social phenomena and social interaction. Equally important, qualitative research demands that they get involved in the research process as another member. It is also important to understand that the data collection process is varied, and data analysis and interpretation are subjective.

Consequently, we may state that promoting research among the pre-service EFL teachers was a fundamental way for them to learn about the logical, systematic principles and processes that research demands. They fulfilled assignments that required them to read about research, its importance in academic life, and the practical research processes to elaborate research proposals. The participants got acquainted with the methodologies of research, as well as with its types and purposes. The findings of our study seem consistent with those of ^{López-Alvarado (2017)} , who explained that educating learners about research trains them to know about philosophies and research methodologies. In this regard, ^{Walkington (2015)}, ^{Hensel (2012)}, ^{Petrella and Jung (2008)} , and ^{Blank (1982)} all agree that enhancing research was essential to broaden academic and scientific interpretations in the initial undergraduate learning process. Promoting such knowledge was a valuable opportunity to have hands-on experience that allowed the participants to expand what they already knew about inquiry. We cannot extrapolate this finding to all the contexts and pre-service EFL teachers, given that, in this study, the contestants had a previous research background, which helped them perform the research tasks easily. However, this study seemed to be a significant opportunity to expand the undergraduates’ theoretical knowledge of educational research and gain practical experiences to develop research processes.

Benefits of conducting research in an education program

Enhancing research aided the participants in discovering the practical implications of research, in expanding their knowledge of education, and in better understanding teaching and learning theories as well as teaching as a profession. They also understood how researchers examine problems or difficulties that appear in their academic field. Participant 6 realized that

research is a fundamental way to examine problems, seek solutions, and broaden his understanding of teaching profession. Moreover, by receiving such education he found out the specific elements needed to conduct research. For example, that many research methods have particular ways to collect information, select participants, and analyze data (interview 4).

Participant 8 agreed that

Studying research allowed me to recognize that to conduct this process, I need to identify a problem, review literature, set questions-objectives, choose appropriate methodology, collect and analyze data and finally come out with the results, conclusions, and recommendations (interview 4).

The data revealed that promoting research in undergraduate EFL teachers significantly broadened the experience and expertise in research topics and processes. Pre-service teachers expanded their research experiences and went through each inquiry stage by developing activities that led them to learn about the different parts of the research process (see Appendix 2 ). Another important reason was that research education provided opportunities to the contestants in order for them to broaden their research comprehension by developing diverse exercises such as reading, writing, discussions, and debates. Reading, writing, and oral exercises were alternatives that the pre-service teachers used to expand their research experiences and promote helpful knowledge in each stage of an inquiry. Such knowledge enlarged the learners’ backgrounds to select the methodology of the study and observe the benefits of other research processes such as literature reviews. Most students referred to the benefits of research as a possibility to increase knowledge and foster competencies to analyze, understand, or overcome difficulties. In our perception, the training process they had in this study was appropriate for identifying a research problem or theme and reviewing the literature by developing the aforementioned exercises.

In the same way, it was a way to learn how to state questions and objectives, select the methodology, and collect, analyze, and process data. In recent research on the implications of promoting research in pre-service teacher education, ^{Lombard and Kloppers (2015)} and ^{Ware et al. (2002)} showed that such knowledge was a fundamental element to fostering professional development and offered possibilities to reshape the teaching practice. However, this study did not find a significant relationship between fostering research and promoting professional growth. Instead, we observed that enhancing such content was a way to reflect upon the benefits of research as a significant cluster of finding ways to understand or interpret the consequences of a problem, which does not necessarily imply a way to grow professionally. That is why we consider that more studies are necessary to examine that effect.

Exploring the foreign language research process

The data revealed that promoting such knowledge in undergraduate EFL teachers led to exploring the EFL research process. The learners developed theoretical and practical assignments to conduct research processes in order to explore how the foreign language research theory and processes contribute to them and the field. Participant 11 claimed that

the project was essential to increase research knowledge about foreign language teaching and learning philosophies. The project was a great possibility to learn about the theory of research and practical ways to overcome research weaknesses to define a problem, state a research objective, conduct a literature review, and select a methodology for a study (interview 6).

Participant 10 confirmed that promoting educational research in undergraduates was a good way to learn how to overcome problems that might have in his future career as a teacher (interview 2).

During the classroom observations (five and six), we could see the participant sharing and discussing the research assignments. In addition, the researchers found and wrote in their journals that educational research in undergraduates facilitated more research involvement, and the students performed real tasks, in which research proposals were constructed step by step (interview 5).

The participants highlighted that exploring the foreign language research process is one of the benefits of promoting research in this context because it was an alternative for them to know more about EFL teaching and learning. Along this process, they reviewed EFL teaching and learning theories, and they identified ways to implement them in practical research. They realized that doing practical and theoretical exercises allowed them to analyze how they would use those studies to enhance learning possibilities. To this effect, they read and wrote collective reports to participate in theoretical and practical discussions and reflections on how to overcome classroom problems. After this discussion, they started to define a research problem, state a research objective, conduct a literature review, and select the methodology of the study (see Appendix 2 ).

In our perception, those exercises, activities and tasks led the pre-service teachers to strengthen research in foreign language education and let then create a scenario from where they gained experience on theories of foreign language acquisition, teaching, and learning by providing a framework of references of most influential authors, current tendencies, and the pedagogical implication of said theories to better understand the fields of phonology, morphology, syntax, semantics, and pragmatics. Previous studies have demonstrated that research knowledge in EFL should lead pre-service teachers to comprehend their future professions well (e.g. ^{Elliot, 1990}. ^{Gitlin et al., 1999} ); ^{Viáfara-González, 2008}. ^{Guerra-Sánchez et al., 2015}. ^{Hagevik et al., 2012} ). From our viewpoints, research knowledge in EFL education should seek out advances in EFL teaching-learning processes and in understanding the teaching profession. In this regard, ^{ViáfaraGonzález (2008)}, ^{Cárdenas-Ramos and Faustino (2003)} , and ^{Weinberger et al. (2016)} agreed that research knowledge in EFL education promotes reflection and skillful conceptualization about the profession.

Another possible explanation for such a finding would be that exploring foreign language research encouraged the participants to examine language skills (listening, speaking, reading, and writing). They found that an EFL teacherresearcher needs to master his/her field of study satisfactorily. According to ^{Reyes-Cruz et al. (2017)}, ^{Zheng (2009)}, ^{Price (2001)}, ^{Pellerin and Nogués (2015)}, ^{Mello et al. (2008)} , and ^{Mehrani (2015)} , EFL research generates suitable academic environments to transform EFL teaching and learning processes. Educating pre-service teachers in these subjects increased the participants’ reflections; it made them aware of the need to learn how to seek solutions to the possible problems they may find in the teaching and learning process. This process allowed prospective EFL teachers to gain more insights about their professions and broaden their perspectives about the benefits of research to facilitate EFL education processes.

Applying pair-work research tasks as a way to enhance EFL research

This category emerged after contrasting the information gathered and grouped into two subcategories: pair-work to foster EFL research education and pair-work research assignment as a possibility to elaborate research proposals.

Pair-work as a way to foster EFL research education

Data analysis revealed that pair-work seemed to be an effective methodology to enhance EFL research education in this particular context and in undergraduate students. This method facilitated opportunities to work cooperatively and gain more theoretical and practical insights in order to broaden research perceptions, understand the importance of inquiry in the EFL education process, and discover the impacts of such knowledge in foreign language teaching and learning. Additionally, the methodology promoted teamwork, exploration, and interaction, which led the participants to exchange research ideas, materials, and initiatives. It also develops brainstorming exercises and work as a team to performed each research task, which broadened their perceptions and understanding of the research characteristics and their importance in the EFL education process.

Interviewee 20 explained that working with a classmate helped realize the importance of research as a way to solve problems, get acquainted with the EFL profession, and develop research assignments (interview 5).

Participant 12 believed that pair-work tasks strengthened research because working together and receiving support from his classmates was fundamental to do the scheduled tasks (interview 5).

Participant 11 acknowledged that the theoreticalpractical tasks developed provided different learning experiences that helped develop his skills to define, formulate research objectives and questions, review literature, and state research methodologies (interview 5).

The findings suggest that pair-work was an alternative to foster EFL research education among the 20 participants in the study. We found that these assignments offered possibilities to get acquainted with theoretical and practical research by offering different activities and exercises to do practical research tasks. The participants had more exposure to research concepts, processes, implications, and opportunities to explore the benefits of research in their future careers as teachers. As an example, they had more opportunities to exchange research ideas for materials and initiatives, and they developed assignments that were oriented towards fostering teamwork, exploration, and interaction. This led to discussions about the roles of EFL research, its impact in foreign contexts, and how to integrate research knowledge to examine teaching-learning problems.

During these tasks, we noticed that students worked together, negotiated, and reached agreements about how to have research accountability, how to discuss how to conduct research, and how to learn about the research process in detail. In addition, pre-service teachers participated in oral debates, writing reports together, and asking and answering questions to clarify research concepts and practical usage. Interestingly, there was a close relationship between these findings and those presented by ^{Sert (2005)}, Raja and Saeed (2012), and ^{Córdoba (2013)}, who clarified that pair-work tasks enhance class productivity. Such relationships were presented mainly because pair work research tasks increased possibilities to conduct research proposals collaboratively. The participants negotiated, interacted, reached agreements, and self-evaluated their tasks before submitting or receiving clarifications from the researchers.

Pair-work research assignment as a possibility to conduct research proposals

The data analysis revealed that pair-work assignments had a positive impact on promoting EFL research education. The participants constantly participated in theoretical and practical exercises, discussions, and works to increase their insights into EFL research and its characteristics, process, and methodology. Pair-work tasks offered possibilities to get acquainted with the theoretical and practical research usage and encouraged them to learn from each other, correct their work, and, as a consequence, enlarge their research background to complete a proposal (see Appendix 2 ). Theoretical and practical research rehearsal enhanced constant pair discussions and negotiations on elaborating research proposals and assuming research as a possibility to know more about how to teach English as a foreign language and a way to appreciate research as a vehicle to mobile language teaching and learning.

Based on the above mentioned, we believe that pair-work research tasks encouraged practice and exposure to research through self-directed work and independent theoretical and practical assignments, which led future teachers to overcome their difficulties in incorporating research knowledge into practice. Pair-work research assignments offered practical exploration that encouraged negotiation, critical thinking, and practicing shared reading and collaborative writing. These assignments enhanced the students’ familiarity with research and empowered and broadened their understanding to write their own research proposals. The pre-serviceteachers showed significant improvements that helped them expand their capability in EFL research. In this sense, the methodology was significant because it increased the students’ opportunities to double-check their tasks, share research ideas, do negotiated tasks, reach agreements, and work cooperatively with their peers.

The above-mentioned finding is associated with ^{Sert (2005)} , who insisted that this methodology creates a high level of academic solidarity and confidence (p. 1). In this regard, ^{Kutlay (2013)}, ^{Lombard and Kloppers (2015)}, ^{Lopatto, (2003)} ,

^{McNulty Ferri (2010)}, ^{Mello et al. (2008)} , and ^{Raja and Saeed (2012)} manifested that pair-work assignments may promote research in pre-service EFL teachers. This result confirmed that working together made it easier for pre-service teachers to integrate different backgrounds, foster decisionmaking, create group environments where they incorporated various perspectives. Learners overcame their difficulties in understanding the main content of a research proposal and opened up respectful communication that contributed to satisfactorily completing their tasks and elaborating their proposals.