Abstract

The teaching-research nexus (TRN) not only empowers teachers to bridge theory and practice but also challenges the traditional hierarchy between teachers and researchers, making TRN important for more research-informed teaching. This study explores the concept of TRN from the perspective of English language education (ELE) graduate students in the Philippines, an under-researched area in the TRN literature. Adopting an ecological perspective, the study employs an open-ended survey (n = 17) and follow-up individual interviews (n = 5) to explore how Filipino ELE graduate students perceive TRN within their studies and how it shapes their roles as researchers and educators. The findings reveal that TRN, embedded in the curriculum as both a requirement and instructional material, is viewed positively for its significant contribution to professional growth, research knowledge, and teaching skills. The findings not only highlight the participants’ role in TRN as active agents in their graduate courses but also empower them to integrate research into teaching, refining teaching methods through research insights and fostering an understanding of theoretical concepts, thus shaping their roles as educators and researchers. The study underscores the complexity and dynamism of TRN at macro, meso, and micro levels within the context of Philippine ELE graduate studies, indicating its vital role in personal and professional development, and pedagogical advancement.