Cultivating a new ecosystem in English language teaching: A focus on researchers in a textbook development project

Abstract In addressing the widening research–practice gap in the field of second language (L2) education, an increasing emphasis has been placed on a bidirectional and mutually beneficial relationship between L2 researchers and practitioners. Through the lens of an ecosystems model, this qualitative study explored how seven researchers at a research center in China, who collaborated with practitioners and other stakeholders in developing English textbooks, impacted the local English language teaching (ELT) ecosystem and built a bridge between research and practice. Data sources included semistructured interviews, written reflections, and official documents, in an effort to provide a holistic perspective of researchers’ experiences and changes in the textbook project. Results showed that with researchers’ engagement, which was influenced by other participants at distinct levels of the ecosystem, a healthy ecosystem emerged as a result of the project. The engagement of the researchers with other participants contributed to value co‐creation in the local ELT ecosystem, which was facilitated by the research center. The evolving new ecosystem is characterized by rich, multidirectional, and reciprocal energy flows among the stakeholders with differing roles. In particular, active agents, government support, dialogue platforms, and collaborative mindsets played important roles in facilitating researchers’ engagement in the ecosystem.