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This study investigated second language (L2) researchers’ perceptions of the research–practice relationship. While research use (or lack thereof) in the classroom has been debated by researchers for decades, researchers have rarely investigated themselves as stakeholders in the relationship. However, it is vital to know researchers’ approaches to the issue so that collaborative researcher-practitioner relationships may be fostered. Hence, the current survey study explored: (a) L2 researchers’ identities; (b) their perceptions of the research–practice relationship; and (c) predictors of their perceptions. Participants were 217 researchers from 25 countries with 31 different first-language backgrounds. The results showed that L2 researchers’ identities often crossed multiple boundaries, as L2 learners, teachers, as well as researchers. A factor analysis showed that researchers held distinct beliefs for their own research (individual self) and for researchers in general (collective self). The regression models revealed that L2 teaching experience, pre-service teacher training experience, and institutional rewards positively predicted researchers’ perceptions of L2 practice. We argue that it is largely researchers’ responsibility to facilitate the research–practice dialogue.
