research-methodology
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- PaperDOAJ — ELT & TESOL1 Jul 2026
Thesis Writing in English Language Teaching: Structure, Organization and Practices
Gopal Prasad Pandey , Juliana
This conceptual review synthesizes rhetorical and methodological perspectives on thesis writing in ELT and applied linguistics, emphasizing that coherence, clarity, and critical engagement with literature are essential. The paper outlines the purpose of each thesis section—abstract, introduction, literature review, methodology, results, discussion, and conclusion—and argues that genre knowledge and academic standards are crucial for quality. It provides a systematic framework to help students and novice researchers develop effective thesis-writing practices.
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.
- PaperLanguage Teaching19 Jun 2026
Review of doctoral research in additional language education in Germany (2019–2023)
Nicole Marx, Lena Heine, Frauke Matz, Birgit Schädlich
This review analyzes 79 doctoral dissertations in additional language education from German universities (2019–2023), identifying 7 key thematic strands including teaching approaches, multilingualism pedagogies, and digital media. It compares findings with previous reviews to show methodological and thematic shifts over nearly two decades of German-language doctoral research.
Original abstract
This paper reviews a purposive sample of doctoral dissertations in second-language education, completed between 2019 and 2023 at universities in Germany. Among the 79 relevant dissertations found from this period, 18 thematic strands were identified, of which 7 were chosen as being particularly relevant for a more in-depth review: (1) evaluation of specific teaching approaches, (2) (partial) language skills, (3) individual variables, (4) special learner groups, (5) multilingualism pedagogies, (6) digital media, and (7) literature and film pedagogy. We identify relevant topics and relate these to trends in research methodology (qualitative/quantitative/mixed methods). We also discuss the depth and breadth of these dissertations and situate their scholarly contributions within German and international research on additional language education. A comparison with the three previous review articles reveals methodological developments and thematic shifts, highlighting both progress and persistent challenges in German-language doctoral research across nearly two decades of scholarship.
- PaperApplied Linguistics26 May 2026
Grounded Theory in Applied Linguistics Research: A Practical Guide (Second Edition)
Ian Moodie
A practical guide to using grounded theory methodology in applied linguistics research, detailing procedures for generating theory from qualitative data.
- PaperReCALL11 Nov 2025
Investigating the status of mixed-methods research in CALL published research articles
Saleh Arizavi, Yazdan Choubsaz
This study analyzed 204 mixed-methods research (MMR) articles in computer-assisted language learning (CALL) to examine their purposes, designs, features, and rhetorical justifications. Findings reveal that CALL researchers primarily use MMR for triangulation and complementarity, favoring core designs over complex ones. The study provides 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.