research-methods
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- PaperApplied Linguistics16 Jul 2026
Research Methods for Applied Linguistics: A Practical Guide
Bahram Kazemian
This practical guide covers key research methods used in applied linguistics, offering step-by-step procedures for conducting studies in language teaching and learning.
- PaperERIC — ELT & TESOL1 Jan 2026
Replication Studies in TESOL
Kevin McManus
Reviews the conceptual foundations of replication research in TESOL, analyzes three examples from TESOL Quarterly, and provides 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.
- PaperERIC — ELT & TESOL1 Jan 2026
Pragmatics in TESOL
Naoko Taguchi
This paper reviews the field of second language pragmatics, examining different conceptualizations of pragmatic competence, common research methods, and pedagogical approaches. It identifies limitations and gaps in the literature and suggests future directions for conceptual, methodological, and pedagogical advancements.
Original abstract
This paper presents an overview of the field of second language pragmatics (L2 pragmatics) from the conceptual, methodological, and pedagogical perspectives. The paper first introduces different conceptualizations of pragmatic competence that have emerged over the last few decades. Within these conceptualizations, common investigative research methods are discussed critically, followed by a summary of pedagogical approaches used to teach pragmatic competence. The paper concludes with future directions at conceptual, methodological, and pedagogical levels, highlighting the limitations and gaps existing in the current literature.
- PaperERIC — ELT & TESOL1 Jan 2026
Ethnography in TESOL
Peter Sayer
This article reviews the evolution of ethnographic approaches in TESOL research over 60 years, from interactional studies focusing on sociolinguistic rules to identity-centered research. It discusses key examples from TESOL Quarterly and outlines future directions for ethnography in the field.
Original abstract
Contemporary research in TESOL spans a range of ethnographic approaches from ethnography of communication and language socialization to narrative inquiry, critical ethnography, autoethnography, and digital ethnography. The foci of ethnographic work have evolved from earlier work focusing on interactional approaches that examined how L2 learners acquire the sociolinguistic rules of language use to studies centering on the identities of learners and teachers. The article considers how studies published in "TESOL Quarterly" over 60 years represent the approaches, trends, and impact of ethnography on scholarship in the field. Two examples of ethnographic studies appearing in "TQ" are discussed in detail. Some researcher tasks and future directions for ethnography in TESOL are considered.
- PaperERIC — ELT & TESOL1 Jan 2025
Autonomy of English Language Learners: A Scoping Review of Research and Practice
Sin Wang Chong, Hayo Reinders
A scoping review of 61 empirical studies on learner autonomy in English language learning reveals diverse conceptualizations and operationalizations, but limited use of evaluations. The authors call for explicit theoretical frameworks, investigation of language learning beyond the classroom, and diversified research methods.
Original abstract
Learner autonomy is a vibrant and diverse field. In its approximately 40-year history, it has drawn liberally on theoretical constructs and research methodologies from other disciplines. In turn, it has contributed to the field of applied linguistics by drawing attention to the fundamental importance of understanding the language learner as an active agent in the learning process. To understand the role of autonomy in, and its connections with other areas of study, it is important to ask how it has been conceptualized and operationalized. In addition, given its elusive and amorphous nature, it is timely to ask if and how (the development of) learner autonomy has been evaluated. In this article we conducted a scoping review, or a systematic and comprehensive literature review, of 61 empirical studies in this field. The results show a rich array of conceptualizations and numerous operationalizations, in addition to a somewhat limited use of evaluations. We draw from this a number of implications for research. In particular, we encourage learner autonomy researchers to make explicit their theoretical frameworks, extend their investigation to the role of language learning beyond the classroom in promoting learner autonomy, and diversify their use of research methods.