Lecturers’ research capacity has long been considered as an important component that contributes to their own professional development as well as classroom teaching practice. Specifically, teaching effectiveness will be improved significantly when teaching is integrated with research activities (Healey, 2005). However, studies conducted by English lecturers account for a very small portion as compared to those by lecturers of other disciplines. Different reasons have been suggested for the situation but few studies have been conducted to name the specific difficulties that English lecturers are currently encountering. The current study investigates what has specifically prevented English lecturers from various universities in the Mekong Delta, Vietnam from doing research and proposes some suggestions to encourage them to involve more in research activities. Participants include 103 English university lecturers from fifteen colleges and universities in the Mekong Delta. The study provides useful information to institution leaders and policy makers so that they can make some changes to improve the situation.