DOI:
https://doi.org/10.63385/ipt.v1i3.79Keywords:
Academic Research, L2 English, Mixed-Methods, Pedagogical Interventions, Qatar, Socio-Cultural PerspectiveAbstract
Grounded in a socio‑cultural perspective, this mixed‑methods study examines the barriers that inhibit L2 English university students in Qatar from engaging effectively in academic research. We surveyed 87 students and conducted 20 semi-structured interviews, identifying four interrelated challenging domains: affective and psychological pressures, cognitive and organisational constraints, methodological unfamiliarity, and challenges in academic writing and documentation. These obstacles are shaped by the interplay of institutional infrastructures, instructional practices, and individual learner dispositions. In response, we recommend three evidence-based interventions: targeted time-management workshops to strengthen organisational and planning skills; expanded access to academic resources tailored to learners’ cultural and linguistic backgrounds; and the systematic incorporation of culturally responsive teaching strategies within research-focused courses. Moreover, our findings underscore the need for affective support to address anxiety and self-efficacy concerns, as well as structured tools to remedy planning and time-management gaps. Additionally, step-by-step methodological modules and specialised writing consultations are required to address citation and documentation issues. These insights can inform university policy toward creating scaffolded research education environments that cater to diverse student needs. By implementing these interventions and aligning curriculum design with socio-cultural principles, institutions can foster inclusive research cultures and enhance retention and success among linguistically diverse students through targeted training, collaborative support networks, and evidence-based evaluation.
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