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Australasian Journal of Environmental Management
Quantitative and Qualitative Approaches to Research in Environmental Management
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2006 •Bill Boyd, William Boyd
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> Settlement Types and Laie Stone Age Colonization ofthe Chadian Plain
Augustin Ferdinand Charles Holl
This chapter aims to présent an updated reconstruction of the expansion of human scttlemcnt in
the southem part of the Chad basin, here termed Chadian Plain. To achievc such an aim,
archaeological data collectcd from well dated contexts are at premium. It is howevcr important to
note that in our study area, the number of tested sites is extremely small compared to the total
number of recordedand mapped settlemcnts, which amounts to more than one thousand
:
García Castaño, F. J., & Pulido Moyano, R. A. (1993). Multicultural Education : Some
Reeections on the Spanish Case. European ]ournal of Intercultural Studíes, 4(2), 67–80.
F Javier García Castaño
Policy Studies Journal

Choosing Not to Choose in Comparative Policy Research Design: The Case of the
Research Network on Gender, Politics, and the State
1998 •Janine Parry
The Impact of the Abortion Law Controversy on North American Human Embryo
Research Policy
David M. Kaplan
This exploratory study examines why Canada and the United States of America have adopted
different policies regarding research on human embryos. The possible explanation may rest in an
examination of the history and the values expressed in the respective landmark abortion
decisions. Before explicating the benefits of conducting research on embryos and the concerns
that such research elicits, the moral status of the pre-embryo and its biological development are
outlined. The relevant cases and policy documents are analyzed by wedding a neo-institutional
approach to policy analysis with Dworkin's theory of judicial review. While a right to abortion exis…
in United States,
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PDF has not identified such a right. Moreover, 'protection of
(potential) human life' was found to be a highly institutionalized value in both countries;
'protection of reproductive health' was not as highly institutionalized. These differences may have
Susan Manning, Lucia Ruprecht (Hg.): New German Dance Studies. University of Illinois Press
differentially constrained the policymakers when contemplating human embryo research options.
2012, S. 182-199.
Pina Bausch, Mary Wigman, and the Aesthetic of 'Being Moved'
Sabine Huschka
Health Psychology
Smoking prevention among urban minority youth: Assessing effects on outcome and
mediating variables
1992 •Errol Baker
Language Teaching Journal/Cambridge

Mixed-methods research in language teaching and learning
2014 •Mehdi Riazi
This state-of-the-art paper foregrounds mixed-methods research (MMR) in language teaching and
learning by discussing and critically reviewing issues related to this newly developed research
:
paradigm. The paper has six sections. The first provides a context for the discussion of MMR
through an introductory review of quantitative and qualitative paradigms. In the second section we
discuss the nature and scope of MMR, its underlying principles, and its techniques and
procedures. In the third section we discuss trends in MMR in language teaching and learning, and
review 40 published papers in 30 journals related to this field, covering one decade (2002–2011)…
Issues and challenges
Download Free PDFfacing
ViewMMR
PDF and its researchers are discussed in the fourth section, while
in the fifth we discuss the significance of replicating MMR studies in language teaching and
learning. Finally, we conclude by presenting prospects and avenues for further developing mixed-
methods research.
:

Inhalt
Preface xi
Research traditions in applied linguistics 1

I Th e status of knowledge 10
Some key concepts in research 12
Action research 17
Conclusion 20
Questions and tasks 21
Further reading 23
('2 Th e experimental method 24

Th e context of experimentation 24
Th e logic of statistical inference 28
Additional statistical tools 37
Types of experiments 40
Th e psychometric study: an example 41
Conclusion 47
Further reading 51
~,
Principles of ethnog raphic research 53

Th e reliability an d validity of ethnog raphy 58
T h e i m p o r ta n c e of context in ethnographic inquiry 64
Contrasting psychometry and ethnog raphy 68
Conclusion 71
Further reading 73
4 Case study 74
Defining case studies 74
Reliability an d validity of case stu dy research 79
Single case research 81
vii
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Preface
Over the last few years, tw o phenomena of major signitic~lnce or this tx ~o k

have emerged. T he first of these is the strengthening of a research orientation
to languag e learning and teaching. T he second is a broadening of the resc;~rcli
enter prise t o embr ace th e co1l;itx)r;itive involvem ent of tenchers thernsc~lvc~sll
rwarch.
Within the language teaching literature there are nulnerous works con-
mining, at worst, wish lists for teacher action and, a t best, powerful rhetorical
prescriptions for practice. In both cases, the precepts tend to be couched in
the form of received wisdom - in other words, exhortations for one line of
actipn rather than another are argued logico-deductively rather thrin on th e
basis of empirical evidence about what teachers nnd learners actually do,
inside and outside the classroom, as they teach, learn, and use language.
Ove r the last ten years, this picture has begun to change, the c hange itself
prompted, at least in part, by practitioners who have grown tired of the
swings and round abouts of pedagogic fashion. While position papers and log-
ico-deductive argume ntation have not disappeared from the scene (and I ;lm
not suggesting for a m omen t th at they should), they are counterbalanced by
empirical approaches to inquiry. I believe that these d;iys, when confronted
by pedagogical questions and problems, rese;ircliers and teachcrs are nlorc
likely than was the case ten o r fifteen years ago to seek relevant data, either
throug
ity has hincreased
their o wnt oresearch,
the pointorwhere
through thewresearch
those of others.
ho favour Research activ-
logico-deductive solu-
tions t o pedagogic problems nre beginning to a rgue that there is too 1iiuc11
research.
I f teachers are t o benefit from the research of others, and i f they ar e to con-.
textualise research outc ome sagain st the reality of their own classrooms, they
need to be able to read th e research rep orts of others in an informed and crit-
ical way . Un fortu nately , published research is all too often presen ted in neat,
unproblem atic packages, and critical skills are needed to get beneath the sur -
face and evaluate th e reliability an d validity of researcl~ utcomes. A major
function of this book, in addition to providing a contemporary account of
:
the 'what' and the 'how' of research, is to help nonresearchers develop the
critical, analytical skills which will enable them to read a nd evaluate research
reports in an informed and knowledgeable way.
T w o alternative conceptions of the nature of research provide a point of
tension within the h o k ; Th e first view is that external truths exist 'out there'
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Preface
somcwherc. According to this view, the function of research is to uncover An introduction to research methods and
thcsc truths. The second view is that tru th is a negotiable commodity co ntin- traditions
gent upon the historical context within which phenomena are observed and
interpreted. Further, rcsearch 'standards are subject to change in the light of
practice [which] would seem to indicate that the search for a substantive uni-
versal,
Whileahistorical methtoodology
I shall strive provide is
a futile'(Cha1mers 1990: t21).
balanced introduction o these alternative
traditions, 1 must declare myself at the o utset for the second. Accordingly, in
the book I shall urge the reader to exercise caution in applying research out- Scientists should not be ashamed to a d m i t . . . hat hypotheses appear in their minds
comes derived in one co ntext to othe r contexts removed in time and space. along uncharted byways of thought; that they are imaginative and inspirationalin
This second, 'context-bound'attitude to research entails a rather different character; t h a t they are indeed adventures of the mind.
role for the classroom practitioner than th e first. If knowledge is tentativeand (Peter Medawar, 1963, Is the Scientific Paper a Fraud ?"BBC Presentation)
contingent upon c ontext, rather than absolute, then I believe that practitio-
This book is essentially practical in na ture. It is intended as an intr oduc tion
ners, rather than being consumers of other people's research, should adopt a
to research methods in applied linguistics, and does not assume specialist
research oricntation to their own classroomsi There is evidence that the
knowledge of the field. It is written in order t o help you t o develop a range
teacher-researchcr movement is alive and well and gathering strength. How-
of skills, but mo re particularly t o discussand critiq ue a wide rang eof research
ever, if the momentum which has gathered is not to falter, and if the teacher-
methods, including formal experiments and quasi-experiments; elicitation
rcscarcher movcrnent is not to become yet anoth er fad, then significant num-
instruments; interviews and questionnaires; observation instruments and
bers of tcachcrs, graduate studcnts, and others will need skills in planning,
schedules; introspective methods, including diaries, logs, journals, protocol
implcmcnting, and evaluating rcsearch. Accordingly, a second aim of this
book is to assist the reader to develop relevant research skills. At th e end of analysis,
raphy andandcasestimulated recall; interaction
studies. Having and you
read the book, transcript
shouldanalysis; ethnog-
have a detailed
thc book, rcaders should be able to formulate realistic research questions,
appreciation of the basic principles of research design, an d you should be able
adopt a ppropriate procedures for collecting and analysing data, and present
to rcad and critique publish edstudies in applied linguistics. In relation to you r
the fru its of their rcsearch in a form accessible to others.
own teaching , you sho ~ll d e better able to develop strategies for formulating
I should like to th ank all those individuals who assisted in the development
questions, and for collecting and analysing data relating to those questions.
of th,c idcas in this book. Whil e thcse researchers, teachers, learners, and grad-
Th e purpose of this initial chapter is to intro duce you to research methods
i ~ a t ctudcnts are too numcrou s to mention, I trust that they will recognise
and traditio ns in applied linguistics. T he chapt er sets the scene for the rest of
the contributions which they have made. One person who deserves explicit
the book, and highlights the central themes underpinning the book. This
acknowlc dgrnent is Ceoff Brindley, wh o provided many useful references and
chapter deals with the following questions:
who helpcd to synthesise the ideas set out in C hapter 7. Thank s are also due
to the anonymous reviewers, whose thoughtful a nd detailed comments were -
- What is the difference between quantita tive and qualitative research?
cnorniously helpful. Finally, grateful thanks go to Ellen Shaw from Cam-
- What d o we mean by 'the statu s of knowledge', a nd why is this of partic-
hridgc University Prcss, who provided criticism and encourage ment in app ro- ular significance to an un derstanding of research traditions?
priatc mcasurc and at just the right time. Thanks also to Suzette Andri, and
- Wha t is mean t by the terms reliability and validity, and why are they con-
cspccially
could
to S;intly Cmham, who is quite simply the best editor any author
wish for. Ncccllcss to say, such shortcomings as remain are mine alone. sidered important in research?
- What is action research?
See Full PDF Download PDF Resea rch traditions in applied linguistics
7 he very term research is a pejorative one to m any practitioners, conjuring

up images of white-coated scientists plyin g their arcane trad e in laboratories
filled with mysterious equipment. While research, and the conduct of
research, involver, rigou r and th e application of specialist know ledge and lecting data or evidence relevant to these q ~ ~ e s t i o ~ ~ s / p r o L ~ I ~ ' ~ i ~ ~ /
skills, this rather forbidding image is certainly not on e I wish to present here. and analysing or interpreting these data. The n1i1iini:ll dc,fi~iition o which I - ,
I recently asked a gr oup of gra duate studen ts who w ere just beginning a shall adhe re in these pages is that resr'lrcl~ s a syste ~iinti c rocess of i~icluiry
research methods course to complete th e following statements: 'Research is consisting of three elenie~its r components: 1 ) n q u c s t i o ~ i , r o l ~ l c ~ n ,r
. . an d 'Research is carried ou t in order to . . Here are some of their hypothesis, 2 ) data, (3) analysis and interprrtntio~i oi tl.it;i. Ally ;~cti\,iry
responses. which lacks one of these elements (for example, dntn) I shall cliissify ;is sonic-
thing other than research. A short definition of key tenns pri11tc.d i l l itillic
Research is: can be found in th e glossary at the end of the btmk.)
- abou t inquiry. It has two com ponents: process and product. Th e process is
Traditionally, w riters on research traditions h;ive madc n biniiry distinc-
abou t an area of inquiry and ho w it is pursued. The product is the knowl- tion between qualitative and q~~ ant itn tivee se;ircl?, altlio ugh niorc rCc.critly it
edge generated from the process as well as the initial area to be presented. has been argued that the distinction is simplistic aritl nnivc. I(cic11iirdt I I I L I
- a process which involves (a) defining a problem, (b) stating a n objective, and Ctmk (cited in Chaudr on 1988), for example, argue that it1 prncticiil tcrliis,
(c) formu lating a n hypothesis. I t involves gathering in formation , clrlssifi-
qualitative and quanrit;itivc research :ire in niuny rcspccts inilisti~i~~iisl~.iI,lc,
cation, analysis, and interpretation to see to wha t exten t the initial objec- and t hat 'researchers in n o way follow the pri~lciples f a supposed par.idigm
tive has been achieved. without simultaneously assuming methods and values of the iilterllntivc pnr-
undertaking structured investigation which hopefully results in greater adigms'(R eichardt and Coo k 1979: 232). Those wh o draw a distinction sug-
understand ing of the chosen interest area. Ultimately, this investigation
gest that qu antitativ e research is obtrusive and controlled, objective, gcner-
becomes accessible to t he 'public'. aliubie, outcom e oriented, and assumes the existelice of L f~ et s' hich arc
- an activity which analyses and critically evaluates some problem.
some how extern al to an d inde pendent of the observer or researclicr. Qunli-
- to collect and analyse the data in a specific field with the purpose of proving t ~ t i v eesearch, on the oth er han d, assumes th at all knowleilgc is rcliitivc, tliiit
your theory. there is a subjective element to all knowledge and research, a ~ l ~liiit l holistic,
- evaluation, asking questions, investigations, analysis, confirming hypo th-
ung'enera'tisable studies are justifiable (an ungeneralisable study is onc i l l
eses, overview, gather ing a nd analysing data in a specific field accord ing to
which the insights and outco mes gener ated by the research canno t I J ~ pplic.J
certain predetermined methods. to con texts o r situations beyond those in which the data were collectell). In
Research is carried ou t in order to: metaphorical terms, quan titative research is 'hard' while qualitative rcscnrch
- get a result with scientific methods objectively, not subjectively. is 's of t'. T e r m s ( s om e t im e s u se d i n a pp r o b at i on , s o m et in ie s as a b i ~ ~o111-
)
- solve problems, verify the application of theories, and lead on to new nionly associated with the tw o paradigms are set out in Figure I . 1.
insights. an a ttem pt to g o beyond the binary ~iistin ction r tw ce~ i 1u;llit;itivc llitl
- enlighten both researcher an d any interested readers. quan titative research, Chau dron (1988) argues that there are four rese;ircli
- prove/dispro ve new o r existing ideas, to characterise phenomena (i.e., the traditions in applied linguistics. These are the psychometric tmditio~i, ntcr-
language characteristics of a particular population), and to achieve per- .iction analysis, disco urse analysis, a nd et hnog raph y. .l'ypicaIl y, /)s)~~./~ottrc,tric.
sonal and community aims. That is, to satisfy the individual's quest but investigations seek to determine language gains from different mctliorls ;ind
also to improve community welfare. materials through the use of the 'experimental method ' (t o be de;ilt with i l l
- prove or disprove, demystify, carry ou t what is lanned, to support the detail in Chapter 2). Interaction rlnalysis in classroom settings i~ivcstigarrs
P such relationships as the exte nt t o which learner behaviour is a fulictic~n f
point 6f view, to uncover wh at is not know n, satlsfy inquiry. T o discover
the cause of a problem, t o find the solution t o a problem, etc. teacher-dete rmined inter action, and utitises various observation systems and
schedules for co ding classroo m in teractions . Discorrrse atri11ysisn1i;llyscs lnss-
Certa in key terms com monly associated w ith research appe ar in these char- room discourse in linguistic terms through the study of classroo~ n r;lnscripts
acterisations. These include: inquiry, knowledge, hypothesis, information, which typically assign utterance s to predetermined categories. Fi~iaIl , e t l l
classification, analysis, interpretation , struc tured investigation, under stand- trograpl~y eeks to obtain insights into the classroon~ as a culturil systerli
ing, problem, prove, theor y, evaluation, asking questions, analysing data, sci- throu gh naturalistic, 'unco ntrolled' observation and description (we shall
entific method, insight, prove/disprove, characterise phenom ena, dem ystify, deal with ethnography in Chapter 3). While Chaudron's aim of attempting
uncover, satisfy inquiry, solution. The terms, taken together, suggest that to transcend the traditional binary distinction is a worthy one, it could be
research is a process of form ulating questions, problems, o r hypotheses; col- argued tha t discourse analysis and interaction analysis are methocls ot dat;l
Kcscnrc.lj ttrctljoc ls itr liltrgrrogc kartr itrg An introdtrction to research meth ods atrd traditiorrs
data, which are analysed interpretively. The different research paradigms

Qualitative researc h Quantitative research
Advo cates use of qualitative meth ods Advocates u se of quantitative methods resulting fro m m ixing an d m atching these variables are set ou t in Figure 1.2.
Concerned with understanding human Seek s facts or causes of social (It should be pointed o ut that, while all of these various 'hybrid' forms ar e
behaviour from the acto r's own phenomena without regard to the theoretically possible, some are of extremely unlikely occurrence. For exam-
frame of ref erence subjective sta tes of the individuals ple, it would be unusual for a researcher to g o to the trouble of setting
Naturalistic and uncontrolled Obtrusive and controlled measurement up a formal experiment yielding quantitative data which are analysed
observation
Subjective Objective interpretively.)
Close to the data: the 'insider' Removed from the data: the 'outsider' While I accept Grotjahn's assertion that in the execution of research the
perpsective perspective qualitative-qu antitative distinction is relatively crude, I still believe that the
Grounded, discovery-oriented, Ungrounded, verification-oriented. distinction is a real, not an ostensible one, and t hat the t wo 'pure' paradigms
exploratory. expansionist, confirmatory, reductionist, are underpinned by quite different conceptions of the nature and status of
descriptive, and inductive inferential, and hypothetical-
deductive knowledge. Before turnin g t o a discussion of this issue, however, I should like
Process-oriented Outcome-oriented to outline a model developed by van Lier (1988; 19 90) for characterising
Valid: 'real', 'rich', and 'dee p' data Reliable: 'har d' and replicable data applied linguistic research.
Ungeneralisable: single c ase studies Generalisable: multiple cas e stud ies Van Lier argues that applied linguistic research can be analyscd in tcrms of
Assu mes a dynamic reality Assum es a s table reality
two parameters: an interventionist and a selectivity parameter.
R&eafdiTpliEd on-the interventionist parameter according to the extent
F~,qtrre I Terttrs cotrrrrrorrly assoc iated ruith qua ntita tive arrd qrtalitative
to which th e researcher intervenes in the environment. A f o r m a l e x p e r i m e n t
a / ~ / ~ r o a c l j eos rescarclj adap ted frortr Reichardt and Cook 1979) which-takes place-under laboratory conditio ns would be p l a c ed a t o n e e n d of
the-interventionist con tinuu m/pa ram eter, w hile a' naturalistic study of a
collcction rathcr th an distinct rcscarch trad itions in thcir own right. In b c t classroom in action w ould be placed at t h e o t h e r e n d o f t h e c o n t i n u u m . T h e
thcsc mcthod s can be (and havc bccn) utiliscd by rescarchers working in both other param eter places research according to the degree to which the
tlic psychonictric and ethnogmphic traditions. For example, ethnographers researcher prespecifies the phenomen a t o be investigated. On ce again, a for-
can usc interaction analysis checklists to supp lemcnt their naturalistic obser- mal experiment, in which the researcher prespecifies the variables being
vatio ~is, hilc psycliomctric rcscarch can use similar schcmcs to idcntify and focused o",-would be p l ac e d a t o n e e n d of t h e c o n t i n u u m , w h i le a n e t h n o -
mcnsurc tlistinction s betwc cn differcnt classroonis, teaching method s, graphic 'portrait'of a classroom in action would occur at the other end of the
approuclics, and tcachers (the studies reported by Spada 19 90 are excellent continuum. Figure 1.3 illustrates the relationship between these two
-- . .
-
:
c x a ~ i i p l c s f such rcsc;ircli). parameters.
Grotjah n (1987) provides an insightful analysis of research tradition s i81 The intersection of these two p arameters creates four 'semantic spaccs': a
applictl linguistics. Hc argues tha t the q ualitative-quantitative d istinction is 6 'controlling' space, a 'measuring' space, an 'asking/doin g' space, and a
a11 ovcrsim plificatio ~i nd th at, in analysin g actual research studies, it is nec- 'watching pace; T h e controlling space, which is characterised by a high
css;iry t o t;ikc into consiclcr;itiori tlic mcthod of data collcction (whcther the degree of intcrventio n and a high degree of control, contains studics in w hich
ilat;i 1i;ivc I ~ cc ~iollcctcll cxpcrilncntally or non-cxpcrimcntally); thc typc of the experimenters focus thcir attention o n a limited numbe r of variables a n d
1l;it;i yicltlcd by the invcstigation (qualitative or quantitative); and the type o f attem pt to control these in some way. For example, in an investigation into
;iri;ilysis concluctccl on tlic dat a ( wh ethcr statistic al or interpretive). M i x i n g the e,ffect of cultural knowledge on reading comprehension, the investigator
.inti ~ii;itcIii~igI I C S C vari:iblcs provides us with tw o 'purc' research paradigm s. may set up an e xperime nt in w hich subjects from different cultural back-
I'.ir;idig~ii 1 is thc ' c x p l o m t o r y - i ~ i t c r ~ r c t i v c ' o n ehich utilises a non-experi- grounds read texts in which the conte nt is derived from their own and o ther
mcntal ~n cth od , iclcls qualitative data, and provides an interpretive analysis cultures. In such an experiment, the focus is on a single variable (cultural
of that data. The sccond, or 'analytical-nomological' paradigm, is one in background) which is controlled through the reading texts administered to
ivliich tlic Jnta a re collcctcd throug h a n experim ent, and yields quantitative the subjects.
1l;ita which arc subjected to statistical analysis. In addition to these 'pure" The measuring spacc encloses those rescarch methods involving a high
tornis. tlicrc arc six 'niixcd' paradigms w hich mix an d match the three vari- degree of selection but a low degree of control. 'One selects certain features,
ablcs in diffcrc~ itways. For cxamplc, there is an experiniental-qualitative- operationally defines them, and quantifies their occurrence, in order to estab-
i~itcrp rctiv c' ;ir;illigni w hich t~tilises n cxpcrimen t but yiclds qualitative lish a relationship between features, or between features and othe r things,
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R E L AT ED PAPE RS
Det drejer sig om 8

The Institute of Name Research
2004 •Peder Gammeltoft
Computers in the Schools

Research on Logo
1997 •Douglas H Clements, Julie Sarama
Research on Logo: A decade of progress

Research on Logo: A decade of progress
1997 •Douglas H Clements
Computers in The Schools

Research on Logo in Education
1985 •Douglas H Clements
Conscious Mind, Sleeping Brain

From Spontaneous Event to Lucidity
1988 •Charles Tart
An Anthropology of "Applied Anthropology" in Postwar Hong Kong

Heung-wah Wong
Conflict Management and Peace Science
Alliances that never balance: The territorial settlement treaty

:
Alliances that never balance: The territorial settlement treaty
1996 •doug gibler
Klnh " yfot-U-CoPvM, Research Methods in Applied Linguistics '

fifta haifa
The Evolution of Chemistry in Europe, 1789-1939: Final Report (Strasbourg: European

Science Foundation, [1998]), 24 S.
1998 •Christoph Meinel
In this issue, TESOL Quarterly presents revised guidelines for quantitative and
qualitative research in TESOL. Contributors to the guidelines were Dwight Atkinson
2003 •Steven Ross
Research Methods in Applied Linguistics

Mahbubur Rahman
The study of brain and behavior: A necessity of the age of brain competition
2008 •Dr. A.K.M. Rezaul Karim
Policy Studies Journal

Law, Policymaking, and the Policy Process: Closing the Gaps
1998 •Thomas Birkland
Exploring the Philosophical Underpinnings of Research: Relating Ontology and

Epistemology to the Methodology and Methods of the Scientivc, Interpretive, and
Critical Research Paradigms
James Scotland
:
Native Discourse in the "Academic World System": Kunio Yanagita's Project of Global
Folkloristics Reconsidered
Takami Kuwayama
Journal of Energetic Materials

Studies on energetic compounds part 15 : Transition metal salts of NTO as potential
energetic ballistic modivers for composite solid propellants
2002 •Prem Felix Siril
Some Aspects of the ESP Curriculum Design for Tertiary Institutions.

Some aspects of the ESP curriculum design for tertiary institutions
2007 •Ineta Luka
Public Management
BETWEEN FRAGMENTATION AND COORDINATION: The changing role of local
government in Sweden
2000 •Stig Montin
THE CONTRIBUTION MADE BY QUALITATIVE RESEARCH TO TESOL

Md Rahman
Journal of Psychosocial Oncology

Psychosocial Factors That Affect the Survival of Adult Cancer Patients
1998 •Julie Cwikel, Lynn Behar
The Social Psychology of Education

abu iffah
Hung, N.V. (2012). Mixed Approaches Method Used to Investigate Teacher Cognition
:
of English Language Teaching. ELT Canada, 5(11), 161 - 180.
http://dx.doi.org/10.5539/elt.v5n11p161
Nguyen Viet Hung
Journal for Researching Education Practice and Theory

On the Role of Values in Educational Research: a Critique of Two Research Studies
2019 •Dr. Plamen Kushkiev
RAED REDWAN
Analyzing Arabic Untranslatable Expressions Structurally, Semantically and Level of
Formality in North Gaza Strip
2019 •Raed Redwan
Qualitative Research Journal

Metaphors we live by: ways of imagining practice
2002 •Sally Denshire
An Exemplar for Teaching and Learning Qualitative Research

Marcella Stark, John Slate Ph. D., Julie Combs
For What and for Whom Is Our Research? The Ethical as Transformative Lens in
Instructed SLA
Felipe Vargas
Journal of pragmatics
Hu, G. W., & Cao, F. (2011). Hedging and boosting in abstracts of applied linguistics
articles: A comparative study of English- and Chinese-medium journals. Journal of
Pragmatics, 43, 2795-2809.
2011 •Guangwei Hu
:
Introduction to qualitative methods What are qualitative studies
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