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Abstract
The field of applied linguistics is currently undergoing a methodological shift, specifically in raising accountability towards ethical research practices (Plonsky et al., 2024, Yaw et al., 2023). The current study aimed to discern the perceptions of research ethics of intensive English practitioners affiliated with a university and are positioned to contribute to the scholarly record. A 40-item Q-sort was used to ascertain participants’ (n = 51) perceptions of ethical, unethical and questionable research practices, which resulted in 6 distinct perceptions: ethically informed, unethically informed, uninformed, misinformed, ethically inclined, and QRP misinformed. Cross-referencing participants’ previous research experiences showed no correlation between educational attainment and perceptions of ethics but indicated a trend of theoretical and practical research as a coursework requirement at all degree levels. Overall, instruction of ethics can be supported in multiple ways to encourage and engage practitioner-researchers to contribute to the academic record.
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