research-methodology
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- PaperTESOL Quarterly24 Jul 2026
Mixed‐Methods Research on English‐Medium Instruction in Higher Education: A Systematic Review
Haemin Kim, Keith M. Graham
This systematic review examined 136 studies using mixed methods in English-medium instruction (EMI) research and found substantial methodological gaps: few studies stated epistemological orientations, most lacked integrative mixed-methods questions, and nearly half did not specify a design. The review offers recommendations to strengthen future EMI mixed-methods studies.
Original abstract
With the rapid growth of research in English‐medium instruction (EMI) in higher education, much research has been conducted through qualitative and quantitative approaches. Yet, little attention was paid to the use of mixed‐methods research (MMR) in this field. Therefore, this systematic review aims to examine previous literature that adopted MMR in EMI research, specifically evaluating the methodology across three aspects: epistemological orientation and purpose, MMR question formulation, and MMR design. Among 136 studies identified, substantial methodological gaps were found across all three aspects. First, only seven studies explicitly stated an epistemological orientation whereas 27 studies provided explicit purpose terminology. Second, only six studies explicitly presented an integrative MMR question, while 112 studies provided qualitative and/or quantitative research questions, and 18 studies lacked explicit research questions. Finally, MMR design characteristics were rarely described: (1) nearly half of the studies did not specify a design, (2) no study used specific sampling procedure terminology, and (3) questionnaires and interviews were the most frequently used instruments. Based on these methodological gaps, this study offers recommendations for strengthening future EMI studies that employ a mixed‐methods approach.
- PaperDOAJ — ELT & TESOL1 Jul 2026
Thesis Writing in English Language Teaching: Structure, Organization and Practices
Gopal Prasad Pandey , Juliana
A conceptual review of thesis writing in ELT examines the rhetorical and methodological purposes of each section—abstract, introduction, literature review, methodology, results, and conclusion. The study finds that coherence, clarity, critical engagement with literature, and adherence to academic standards are crucial for quality theses. It emphasizes the need for genre knowledge and structured guidance for novice researchers.
Original abstract
Background: Thesis writing is a significant academic requirement for master’s level students in English Language Teaching (ELT) and applied linguistics at Tribhuvan University, Nepal, demanding critical thinking, academic writing competence, and systematic organization of research. However, many students face difficulties in understanding the rhetorical structure, methodological considerations, and academic conventions of thesis writing. Methods: This paper adopted a conceptual and review-based approach by critically examining relevant theoretical perspectives and scholarly literature related to thesis writing and structuring in ELT and applied linguistics. The discussion focused on major thesis components, including the abstract, introduction, literature review, methodology, results and discussion, and conclusion. Results: The results indicated that coherence, clarity, methodical arrangement, and critical engagement with literature are crucial for good thesis writing. The paper also revealed that the sections of the thesis have a rhetorical and methodological purpose, which contributes to the overall quality, rigor, and scholarly value of the research. Furthermore, the paper emphasized the need for genre knowledge, research positioning and adherence to academic standards in the development of a good thesis. Conclusion: The article highlights the importance of structured academic guidance in developing effective thesis-writing practices among students and novice researchers in ELT and applied linguistics. Novelty: The article provides a systematic and comprehensive overview of thesis writing practices by integrating rhetorical, methodological, and pedagogical perspectives within the context of ELT and applied linguistics.
- PaperApplied Linguistics26 May 2026
Grounded Theory in Applied Linguistics Research: A Practical Guide (Second Edition)
Ian Moodie
This book offers a practical guide to applying grounded theory methodology in applied linguistics research, covering key steps and considerations for conducting studies in language education contexts.
- PaperERIC — ELT & TESOL1 Jan 2026
Replication Studies in TESOL
Kevin McManus
This paper reviews the conceptual foundations of replication research in TESOL, examines three replication studies published in TESOL Quarterly, and offers guidelines for conducting rigorous replication studies to strengthen the field's credibility.
Original abstract
Replication studies are critical to the growth and credibility of the field of TESOL studies, including what we know about the teaching, learning, and use of English globally. Much of what we understand about TESOL is determined through empirical research evidence. However, we rarely revisit and probe at the stability of our claims about TESOL with new evidence. We can do this by conducting replication studies, in which a previous study's research design and methods are repeated, with or without changes, and the new findings are systematically compared with those from the previous study. In this paper, I review and discuss the key conceptual underpinnings and principles of replication research in TESOL, informed by prior scholarship published in this journal. I then examine the conduct and reporting of replication studies in "TESOL Quarterly," drawing on three examples. Informed by this discussion and current methodological work in the field of applied linguistics more generally, I outline key guidelines for the conduct of rigorous replication research in TESOL. In doing so, this paper supports and invests in the conduct of high-quality replication studies in TESOL to strengthen and invest in the future and credibility of the discipline.
- PaperReCALL11 Nov 2025
Investigating the status of mixed-methods research in CALL published research articles
Saleh Arizavi, Yazdan Choubsaz
An analysis of 204 mixed-methods studies in computer-assisted language learning (CALL) reveals that researchers predominantly employ core designs for triangulation and complementarity, often using moderate random sampling and parametric tests. Symptomatic argumentative schemes are the most common justification for using mixed methods. The findings provide implications for CALL researchers and stakeholders.
Original abstract
This study examines the status of mixed-methods research (MMR) in computer-assisted language learning (CALL). A total of 204 studies employing MMR were analyzed. Manual coding was carried out to reveal MMR purposes, designs, features, and rhetorical justifications. Findings indicate CALL authors mostly adopt MMR for triangulation and complementarity purposes. Core designs are more favored in CALL MMR research articles, compared to complex designs. Moderate size random sampling prevails in the data, where data sources are sequentially collected and analyzed using parametric tests. Symptomatic argumentative schemes are found to be the most common justification of MMR. Based on the findings, it is evident that most CALL researchers employ conventional MMR designs. The study concludes with implications for CALL stakeholders and authors.