Research Methodology in Second Language Studies: Trends, Concerns, and New Directions

Abstract

The field of second language studies is using increasingly sophisticated methodological approaches to address a growing number of urgent, real‐world problems. These methodological developments bring both new challenges and opportunities. This article briefly reviews recent ontological and methodological debates in the field, then builds on these insights to consider some of the current dilemmas faced by researchers of second language teaching and learning, including concerns regarding fragmentation, generalizability, and replication. Through a review of recent research, we argue that one means of addressing these ongoing questions is to continue to focus collectively and collaboratively on solving real‐world problems of language learning, while also layering our perspectives. By layering, we mean considering the central philosophical challenges, often those that are basic values in our methodological approaches, such as objectivity and bias, from varied epistemological stances. We argue that recognizing these differences and using a layered approach will enhance and improve our attempts to address the pressing problems in our field.

Flipped learning and parent engagement in secondary schools: A South Australian case study

“…Interviews were held in December 2017 (with 9 teachers and two principals) and in May 2018 (with seven teachers, six of whom were undertaking a second interview). For “authentic triangulation,” data collected and analysed were verified by the participating teachers to confirm “findings across time, space, and perspective as well as source” (King & Mackey, , p. 219). Unfortunately, despite 16 parents indicating that they would be willing to participate in an interview on the consent form, no parents were available during (or since) the time of data collection, which is a serious limitation of this study.…”

Trends in Qualitative Research in Three Major Language Teaching and Learning Journals, 2006–2015

“…Such methodologies consider the paradigms underpinning qualitative and mixed methods research. It should be noted that rather than arguing methodologies only in terms of quantitative versus qualitative research paradigms, we need to push the boundaries of methodologies and incorporate a variety of perspectives in collaboration with researchers trained in different disciplines (King & Mackey, 2016).…”

“…Small-scale study itself is not problematic because it is crucial to understand the meaning of language learning and its use in context at a deeper level. King and Mackey (2016) suggested that from a layered perspective, which means "thinking seriously about theoretical generalizability" (p. 221), qualitative researchers can contribute more to building cases and offering descriptions that can be easily used for comparisons and meta-analysis among cases.…”

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

“…The quest for wider and more profound visions and approaches in TESOL research cannot cease (Mirhosseini, ) because “the field increasingly grapples in methodologically sophisticated ways in the attempt to address a growing number of urgent, real‐world problems” (King & Mackey, , p. 209). In dealing with complex language education phenomena, more sophisticated understandings of knowledge and ways of gaining knowledge should be continuously sought (Hashemi & Babaii, ; Riazi & Candlin, ).…”