This state-of-the-art paper foregrounds mixed-methods research (MMR) in language teaching and learning by discussing and critically reviewing issues related to this newly developed research paradigm. The paper has six sections. The first provides a context for the discussion of MMR through an introductory review of quantitative and qualitative paradigms. In the second section we discuss the nature and scope of MMR, its underlying principles, and its techniques and procedures. In the third section we discuss trends in MMR in language teaching and learning, and review 40 published papers in 30 journals related to this field, covering one decade (2002–2011). Issues and challenges facing MMR and its researchers are discussed in the fourth section, while in the fifth we discuss the significance of replicating MMR studies in language teaching and learning. Finally, we conclude by presenting prospects and avenues for further developing mixed-methods research.

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This study investigated the patterns of language learning strategy use among 120 female Arabic‐speaking students majoring in English at a university in Qatar. Perceptions of strategy use were measured by the Strategy Inventory for Language Learning (SILL, ESL/EFL Student Version). The study found that (1) this group of EFL learners featured medium bordering on high strategy users with an overall mean of 3A6 out of 5; (2) strategy categories were used in the order of metacognitive, cognitive, compensation, social, memory, and affective; (3) freshmen students reported the highest rate of strategy use with a mean of 3.64; and (4) except for compensation strategies, results did not show any significant difference among four educational levels regarding the use of strategy categories.

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