Most research relating to ELT takes place/gets published in anglophone contexts, and the common ELT pedagogical practices are usually shaped based on these findings. Although such pedagogical practices are adapted in non- anglophone contexts, it is unclear if practitioners, mainly teachers, apply those practices with a clear understanding of their research-informed rationale. Several initiatives have attempted to disseminate research findings relating to ELT aspects, including grammar teaching and inclusive language teaching, to practitioners in non-anglophone contexts. Analysis of findings from these initiatives highlights that research findings do not reach practitioners in an effective manner, and the practitioners need exemplar-based training to understand research. Although ELT research findings may be relevant to their contexts, practitioners may still not be able to adapt them because of lack of expertise, resources, and training, and time constraints. More effort should be taken to disseminate research findings through initiatives such as incorporating them into teacher training programmes. Providing practitioners with training on classroom-based research is also important, so that they will be able to analyse their own contextual needs more effectively and choose the relevant pedagogical practices accordingly.