TESL Undergraduates' Readiness in Research Writing at Institute of Teacher Education

Abstract

This study investigates the research writing readiness of TESL undergraduates by examining their knowledge in research fundamentals and their ability to use sources, citations, and references. Using a quantitative survey, data were collected from 70 respondents. Pearson correlation analysis revealed a strong positive relationship (r = 0.609) between knowledge of research fundamentals and writing ability, highlighting the importance of research competence for writing a research paper. A moderate positive correlation (r = 0.431) was also found between citation skills and writing readiness. These findings suggest that students with stronger research and citation skills are better prepared for research writing. The results have practical implications for teacher education institutions (ITE) and the Ministry of Education (MOE), emphasizing the need to enhance research-based courses in teacher training programs. Strengthening these components will better equip future teachers to engage in action research and contribute to educational innovation. This study concludes that improving research competencies is essential to enhancing teachers’ research writing ability towards professional development, eventually contributing to the field of education. Future research should explore qualitative perspectives to gain deeper insights into the specific challenges faced by preservice teachers in conducting research.