Introduction: Qualitative Research in Language and Literacy Education

Graduate students' voice and conceptions on the challenges of undertaking qualitative research within higher education context: a grounded theory approach

“…As a result, this study is an attempt to fill this gap in the literature. This topic is helpful and relevant given that many Iranian graduate students avoid conducting QLR (Mirhosseini, 2017;Atai et al, 2018, Rahimi et al, 2019Bakhshi et al, 2019Bakhshi et al, , 2020.…”

“…The results of their study showed that most of the research studies employed quantitative methods, and this considerable implementation of rigorous and quantitative methods in academic journals undoubtedly impacts ELT teachers' and researchers' conception of research. Mirhosseini (2017, p. 1) noted that QLR studies “are still overshadowed by statistical research approaches” and the learners cannot gain in-depth knowledge in undertaking QLR due to focusing extensively on quantitative studies. Scientific assumptions are acknowledged as unquestioned universal principles, and conceivably, that is why the epistemological underpinnings of the academic research, knowledge, teaching and learning are scarcely felt to need any reconsideration (Mirhosseini and Samar, 2015).…”

Mixed Methods Research in TESOL: Procedures Combined or Epistemology Confused?

“…Therefore, although combining different research procedures and blending data types in mixed methods research constitute its most important appeal (R. B. Johnson & Onwuegbuzie, ), a more profound question that should be raised in this regard is an epistemological one about the nature of knowledge that is sought through the process of inquiry. In response to this question, it is difficult to argue that, for example, the type of knowledge that we seek is both experimentally objective and subjectively constructed (Mirhosseini, ).…”

Bridging Language Education and “New Literacy Studies”: Reinvigorating Courses of General English at an Iranian University

“…Although the contribution of the two areas of first language literacy studies and second language teaching can be mutual (Mirhosseini, 2017), language education research and practice should perhaps be more concerned with what we can learn from the relatively long tradition of literacy teaching. There is a wealth of theoretical discussions and practical experiences in the vast area of literacy studies that can be conveniently invited into language education, if the field recognizes the need for shaking strict disciplinary confinements in search of more diverse and profound understandings of language and learning (Rowsell & Pahl, 2015;Street & Lefstein, 2007;Street & May, 2017).…”