This descriptive study aims to examine the perceptions  of Vietnamese English as a Foreign Language (EFL) teachers on the influence of research on their instructional practices. The study involved  50  highly proficient  and  experienced  teachers  from  five  universities  located  in  the  Mekong Delta region of southern Vietnam. A questionnaire consisting of 26 Likert-type items was used to collect data, and the teachers’ perceptions of research effects were assessed based  on their  mean scores. The results  indicated  that  research  significantly  enhanced  teachers’  comprehension  of  their  teaching practices,  prompting  them  to  reflect  more  deeply  on  their  teaching  methodologies.  Additionally, research  facilitated  the  elucidation  of  language  learning  processes,  widened  sources  for  developing teaching  ideas  and  experience,  refined  academic  instructions,  and  encouraged  reflective  teaching practices. The study contributes  to the existing literature on the influence of research  on instructional practices and provides insight into the critical effects of research on teachers’ practices. The results may inform  policy  and  practice  decisions  on  incorporating  research  into  teacher  training  and  professional development  initiatives.  Overall,  this  study  highlights  the  importance  of  research  in  enhancing instructional methodologies and promoting reflective teaching practices.