mixed-methods-research
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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 of 136 studies on English-medium instruction (EMI) in higher education reveals significant methodological gaps in mixed-methods research: only seven studies explicitly stated an epistemological orientation, six presented an integrative mixed-methods research question, and no study specified sampling procedure terminology. Questionnaires and interviews were the most common instruments. The authors provide recommendations for strengthening future EMI mixed-methods research.
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.
- PaperReCALL11 Nov 2025
Investigating the status of mixed-methods research in CALL published research articles
Saleh Arizavi, Yazdan Choubsaz
Analyzed 204 mixed-methods research articles in CALL, revealing that triangulation and complementarity are the primary purposes. Core designs are more common than complex ones, with moderate random sampling and parametric tests frequently used. The study offers implications for CALL stakeholders and authors.
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.