Abstract Despite recent discussions about the involvement of English for academic purposes (EAP) teachers in research practices, very little is known about how they themselves view and experience this matter. Thus, the present study was designed to explore the current state of Iranian EAP teachers' research reading and doing practices as well as the research trajectories they have followed during their EAP teaching careers. Data were gathered through narrative frames given to 97 teachers and in-depth narrative interviews with 6 teachers. Findings indicated different profiles of research engagement and also pointed to several personal and institutional barriers that limit this activity. Among the salient personal obstacles was teachers' conviction that EAP is not a priority research area. Apart from this, little available time to read and/or conduct EAP research as well as issues of access to EAP research were among the institutional barriers. Also revealed in the interviews were the micro-politics of the institutions with regard to EAP research and practice whose interplay with EAP teachers' different disciplinary backgrounds gave rise to distinctive research trajectories in terms of ‘commitment’, ‘compliance’, and ‘disengagement’ responses. Implications for institutional policy making and teacher education programs are presented.

中文翻译：

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出于学术目的探索以研究为目的的英语实践：叙事研究

摘要 尽管最近讨论了学术英语 (EAP) 教师参与研究实践的问题，但人们对他们自己如何看待和体验这一问题知之甚少。因此，本研究旨在探讨伊朗 EAP 教师研究阅读和实践的现状，以及他们在 EAP 教学生涯中遵循的研究轨迹。数据是通过提供给 97 位教师的叙事框架和对 6 位教师的深入叙事访谈收集的。调查结果表明研究参与的不同概况，并指出了限制这项活动的几个个人和机构障碍。突出的个人障碍之一是教师坚信 EAP 不是优先研究领域。除此之外，几乎没有时间阅读和/或进行 EAP 研究以及获取 EAP 研究的问题是制度障碍之一。采访中还揭示了机构在 EAP 研究和实践方面的微观政治，它们与 EAP 教师不同学科背景的相互作用导致了“承诺”、“合规”和“脱离”方面的独特研究轨迹回应。介绍了对机构政策制定和教师教育计划的影响。不同的学科背景在“承诺”、“合规”和“脱离”反应方面产生了不同的研究轨迹。介绍了对机构政策制定和教师教育计划的影响。不同的学科背景在“承诺”、“合规”和“脱离”反应方面产生了不同的研究轨迹。介绍了对机构政策制定和教师教育计划的影响。