Hostname: page-component-7c8c6479df-r7xzm Total loading time: 0 Render date: 2024-03-29T12:10:37.985Z Has data issue: false hasContentIssue false

Trends in qualitative research in language teaching since 2000

Published online by Cambridge University Press:  01 April 2009

Keith Richards*
Affiliation:
Warwick University, UKK.Richards@warwick.ac.uk

Abstract

This paper reviews developments in qualitative research in language teaching since the year 2000, focusing on its contributions to the field and identifying issues that emerge. Its aims are to identify those areas in language teaching where qualitative research has the greatest potential and indicate what needs to be done to further improve the quality of its contribution. The paper begins by highlighting current trends and debates in the general area of qualitative research and offering a working definition of the term. At its core is an overview of developments in the new millennium based on the analysis of papers published in 15 journals related to the field of language teaching and a more detailed description, drawn from a range of sources, of exemplary contributions during that period. Issues of quality are also considered, using illustrative cases to point to aspects of published research that deserve closer attention in future work, and key publications on qualitative research practice are reviewed.

Type
State-of-the-Art Article
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

AERA (American Educational Research Association) (2006). Standards for reporting on empirical social science research in AERA publications. Educational Researcher 35.6, 33–40. http://www.aera.net/uploadedFiles/Publications/Journals/Educational_Researcher/3506/12ERv35n6_Standard4Report%20.pdf.CrossRefGoogle Scholar
Alaszewski, A. M. (2006). Using diaries for social research. London: Sage.CrossRefGoogle Scholar
Aline, D. & Hosada, Y. (2006). Team teaching participation patterns of homeroom teachers in English activities classes in Japanese public elementary schools. JALT Journal 28.1, 521.CrossRefGoogle Scholar
Allison, D. & Carey, J. (2007). What do university language teachers say about language teaching research? TESL Canada Journal 24.2, 6186.CrossRefGoogle Scholar
Allwright, D. (1988). Observation in the language classroom. London: Longman.Google Scholar
Allwright, D. (2003). Exploratory Practice: Rethinking practitioner research in language teaching. Language Teaching Research 7.2, 113141.CrossRefGoogle Scholar
Allwright, D. & Bailey, K. M. (1991). Focus on the language classroom. Cambridge: Cambridge University Press.Google Scholar
Alsup, J. (2005). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Arksey, H. & Knight, P. (1999). Interviewing for social scientists. London: Sage.CrossRefGoogle Scholar
Asaoka, C. & Usui, Y. (2003). Students' perceived problems in an EAP writing course. JALT Journal 25.2, 143172.CrossRefGoogle Scholar
Atkinson, P. [A.] & Delamont, S. (2006). In the rolling smoke: Qualitative inquiry and contested fields. International Journal of Qualitative Studies in Education 19.6, 747755.CrossRefGoogle Scholar
Atkinson, P. A., Delamont, S., Coffey, A. J., Lofland, J. & Lofland, L. H. (eds.) (2007). Handbook of ethnography. London: Sage.CrossRefGoogle Scholar
Bacon, S. (2002). Learning the rules: Language development and cultural adjustment during study abroad. Foreign Language Annals 35, 637646.CrossRefGoogle Scholar
Bailey, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In Seliger, H. W. & Long, M. H. (eds.), Classroom oriented research in second language acquisition. Rowley, MA: Newbury House, 67103.Google Scholar
Bailey, K. M. (1990). The use of diary studies in teacher education program. In Richards, J. C. & Nunan, D. (eds.), Second language teacher education. Cambridge: Cambridge University Press, 215226.Google Scholar
Baker, C. D. (1997). Membership categorization and interview accounts. In Silverman, D. (ed.), Qualitative research: Theory, method and practice. London: Sage, 130143.Google Scholar
Baker, C. D. (2002). Ethnomethodological analyses of interviews. In Gubrium, J. F. & Holstein, J. A. (eds.), Handbook of interview research: Context & method. Thousand Oaks, CA: Sage, 777795.Google Scholar
Ball, S. J. (1990). Self-doubt and soft data: Social and technical trajectories in ethnographic fieldwork. International Journal of Qualitative Studies in Education 3.2, 157171.CrossRefGoogle Scholar
Barbour, R. S. (2001). Checklists for improving rigour in qualitative research: A case of the tail wagging the dog. BMJ (British Medical Journal) 322, 11151117.CrossRefGoogle ScholarPubMed
Basturkmen, H., Loewen, S. & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics 25.2, 243272.CrossRefGoogle Scholar
Bazeley, P. (2007). Qualitative data analysis with NVivo. London: Sage.Google Scholar
Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly 36.2, 207213.CrossRefGoogle Scholar
Bell, N. D. (2005). Exploring L2 language play as an aid to SLL: A case study of humour in NS–NNS interaction. Applied Linguistics 26.2, 192218.CrossRefGoogle Scholar
Block, D. (2007). Second language identities. London: Continuum.Google Scholar
Blommaert, J. (2007). On scope and depth in linguistic ethnography. Journal of Sociolinguistics 11.5 (special issue – Linguistic ethnography: Links, problems and possibilities), 682688.CrossRefGoogle Scholar
Borg, S. (2001a). Self-perception and practice in teaching grammar. ELT Journal 55.1, 2129.CrossRefGoogle Scholar
Borg, S. (2001b). The research journal: A tool for promoting and understanding researcher development. Language Teaching Research 5.2, 156177.CrossRefGoogle Scholar
Borg, S. (2003a). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching 36.2, 81109.CrossRefGoogle Scholar
Borg, S. (2003b). Teachers' involvement in TESOL research. TESOL Matters 13.2, 13.Google Scholar
Borg, S. (2004). Quality in TESOL Research. Presented at QuiTE annual seminar, Quality in TESOL Teacher Education, 18 November 2004. http://www.quality-tesol-ed.org.uk/downloads/Borg_Quality_in_TESOL_Research.pdf.Google Scholar
Borg, S. (2006). Conditions for teacher research. English Teaching Forum 44.4, 2227.Google Scholar
Borg, S. (2007). Research engagement in English Language Teaching. Teaching and Teacher Education 23.5, 731747.CrossRefGoogle Scholar
Bowern, C. L. (2007). Linguistic fieldwork: A practical guide. Basingstoke: Palgrave Macmillan.Google Scholar
Brannen, J. (2007). Working qualitatively and quantitatively. In Seale, et al. (eds.), 282–296.Google Scholar
Brown, J. D. (2004). Research methods for applied linguistics: Scope, characteristics, and standards. In Davies, A. & Elder, C. (eds.), The handbook of applied linguistics. Oxford: Blackwell, 476500.CrossRefGoogle Scholar
Brown, J. D. & Rogers, T. S. (2002). Doing second language research. Oxford: Oxford University Press.Google Scholar
Bryman, A. (2004). Social research methods (2nd edn.). Oxford: Oxford University Press.Google Scholar
Bryman, A. (2006). Paradigm peace and the implications for quality. International Journal of Social Research Methodology 9.2, 111126.CrossRefGoogle Scholar
Bryman, A. (2007). The research question in social research: What is its role? International Journal of Social Research Methodology 10.1, 520.CrossRefGoogle Scholar
Buckwalter, P. (2001). Repair sequences in Spanish L2 dyadic discourse: A descriptive study. The Modern Language Journal 85.3, 380397.CrossRefGoogle Scholar
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.Google Scholar
Burns, A. (2005). Action research: An evolving paradigm? Language Teaching 38.2, 5774.CrossRefGoogle Scholar
Caldas, S. J. & Caron-Caldas, S. (2002). A sociolinguistic analysis of the language preferences of adolescent bilinguals: Shifting allegiances and developing identities. Applied Linguistics 23.4, 490514.CrossRefGoogle Scholar
Carless, D. [R.] (2004). Issues in teachers' reinterpretation of a task-based innovation in primary schools. TESOL Quarterly 38.4, 639662.CrossRefGoogle Scholar
Carless, D. R. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong. System 34.3, 341351.CrossRefGoogle Scholar
Carr, W. & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Routledge.Google Scholar
Cassell, C. (2005). Creating the interviewer: Identity work in the management research process. Qualitative Research 5.2, 167–79.CrossRefGoogle Scholar
Cekaite, A. (2007). A child's development of interactional competence in a Swedish L2 classroom. The Modern Language Journal 91.1, 4562.CrossRefGoogle Scholar
Chavez, M. [M.] (2006). Classroom-language use in teacher-led instruction and teachers' self-perceived roles. IRAL (International Review of Applied Linguistics) 44.1, 49102.Google Scholar
Chavez, M. M. (2007). The orientation of learner language use in peer work: Teacher role, learner role and individual identity. Language Teaching Research 11.2, 161188.CrossRefGoogle Scholar
Cheung, E. (2005). Hong Kong secondary schoolteachers' understanding of their careers. Teachers and Teaching: Theory and Practice 11.2, 127149.CrossRefGoogle Scholar
Clandinin, D. J. & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.Google Scholar
Coates, J. & Thornborrow, J. (1999). Myths, lies and audiotapes: Some thoughts on data transcripts. Discourse and Society 10.4, 594597.CrossRefGoogle Scholar
Coffey, A. & Atkinson, P. (1996). Making sense of qualitative data. Thousand Oaks, CA: Sage.Google Scholar
Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6th edn.). London: Routledge.CrossRefGoogle Scholar
Connor, U. & Rozycki, W. (2006). Culture in an English-language training program. Asian Journal of English Language Teaching 16, 89112.Google Scholar
Cowie, N. (2006). What do sports, learning Japanese, and teaching English have in common? Social-cultural learning theories, that's what. JALT Journal 28.1, 2337.CrossRefGoogle Scholar
Creese, A. (2002). The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools. TESOL Quarterly 36.4, 597616.CrossRefGoogle Scholar
Creese, A. (2005). Teacher collaboration and talk in multilingual classrooms. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Creese, A. (2006). Supporting talk? Partnership teachers in classroom interaction. International Journal of Bilingual Education and Bilingualism 9.4, 434453.CrossRefGoogle Scholar
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.Google Scholar
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd edn.). Thousand Oaks, CA: Sage.Google Scholar
Dale, A. (2006). Editorial: Quality in social research. International Journal of Social Research Methodology 9.2, 7982.CrossRefGoogle Scholar
Darlington, Y. & Scott, D. (2002). Qualitative research in practice: Stories from the field. Buckingham: Open University Press.Google Scholar
Day, E. M. (2002). Identity and the young English language learner. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Delamont, S. (2002). Fieldwork in educational settings. London: Routledge.CrossRefGoogle Scholar
Denzin, N. K. & Lincoln, Y. S. (1994). Entering the field of qualitative research. In Denzin, N. K. & Lincoln, Y. S. (eds.), Handbook of qualitative research. Thousand Oaks, CA: Sage, 117.Google Scholar
Denzin, N. K. & Lincoln, Y. S. (2000). Introduction: The discipline and practice of qualitative research. In Denzin, N. K. & Lincoln, Y. S. (eds.), Handbook of qualitative research (2nd edn.). Thousand Oaks, CA: Sage, 128.Google Scholar
Denzin, N. K. & Lincoln, Y. S. (eds.) (2005). Handbook of qualitative research (3rd edn.). London: Sage.Google Scholar
Doecke, B. (2004). Accomplished story telling: English teachers write about their professional lives (the standards for teachers of English language and literacy in Australia project). Teachers and Teaching: Theory and Practice 10.3, 291305.CrossRefGoogle Scholar
Donmoyer, R. (2006). Take my paradigm . . . please! The legacy of Kuhn's construct in educational research. International Journal of Qualitative Studies in Education 19.1 (special issue – Paradigm proliferation in educational research), 1134.CrossRefGoogle Scholar
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.Google Scholar
Duff, P. A. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics 23.3, 289322.CrossRefGoogle Scholar
Duff, P. A. (2008). Case study research in applied linguistics. New York: Lawrence Erlbaum.Google Scholar
Dufficy, P. (2005). ‘Becoming’ in classroom talk. Prospect 20.1, 5981.Google Scholar
DuFon, M. A. (2006). The socialization of taste during study abroad in Indonesia. In DuFon, & Churchill, (eds.), 91–119.CrossRefGoogle Scholar
DuFon, M. A. & Churchill, E. (eds.) (2006). Language learners in study abroad contexts. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Edge, J. (ed.) (2001). Action research. Alexandria, VA: TESOL.Google Scholar
Edge, J. (2006). Computer-mediated cooperative development: Non-judgemental discourse in online environments. Language Teaching Research 10.2, 205227.CrossRefGoogle Scholar
Edge, J. & Richards, K. (1998). ‘May I see your warrant, please?’ Justifying outcomes in qualitative research. Applied Linguistics 19.3, 334356.CrossRefGoogle Scholar
Egbert, J. (2007). Quality analysis of journals in TESOL and applied linguistics. TESOL Quarterly 41.1, 157171.CrossRefGoogle Scholar
Elbaz-Luwisch, F. (2004). Immigrant teachers: Stories of self and place. International Journal of Qualitative Studies in Education 17.3, 387414.CrossRefGoogle Scholar
Emerson, R. M., Fretz, R. I. & Shaw, L. L. (2001). Writing ethnographic fieldnotes. In Atkinson, et al. (eds.), 352–368.Google Scholar
Farrell, T. S. C. & Mallard, C. (2006). The use of reception strategies by learners of French as a foreign language. The Modern Language Journal 90.3, 338352.CrossRefGoogle Scholar
Freebody, P. (2003). Qualitative research in education: Interaction and practice. London: Sage.CrossRefGoogle Scholar
Freeman, M., deMarrais, K., Preissle, J., Roulston, K. & St.Pierre, E. A. (2007). Standards of evidence in qualitative research: An incitement to discourse. Educational Researcher 36.1, 2532.CrossRefGoogle Scholar
Gao, X. (2007). Language learning experiences and learning strategy research: Voices of a mainland Chinese student in Hong Kong. Innovation in Language Learning & Teaching 1.2, 193207.Google Scholar
Gao, Y., Li, Y. & Li, W. (2002). EFL learning and self-identity construction: Three cases of Chinese College English Majors. Asian Journal of English Language Teaching 12, 95119.Google Scholar
Gardner, G. (2001). Unreliable memories and other contingencies: Problems with biographical knowledge. Qualitative Research 1.2, 185204.CrossRefGoogle Scholar
Gass, S. M. & Mackey, A. (2000). Stimulated recall methodology in second language research. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Gass, S. M. & Mackey, A. (2007). Data elicitation for second and foreign language research. Mahwah NJ: Lawrence Erlbaum.CrossRefGoogle Scholar
Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, teachers and researchers. London: Continuum.Google Scholar
Gibbs, G. R. (2002). Qualitative data analysis: Explorations with NVivo. Buckingham: Open University Press.Google Scholar
Gieve, S. & Miller, K. (2006). Understanding the language classroom. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Gillham, B. (2005). Research interviewing: The range of techniques. Maidenhead: Open University Press/McGraw-Hill Education.Google Scholar
Giske, T. & Artinian, B. (2007). A personal experience of working with classical grounded theory: From beginner to experienced grounded theorist. International Journal of Qualitative Methods 6.4, 67–80. http://ejournals.library.ualberta.ca/index.php/IJQM/article/viewFile/992/678.Google Scholar
Goh, C. C. M. (2002). Exploring listening comprehension tactics and their interaction patterns. System 30.2, 185206.CrossRefGoogle Scholar
Golombek, P. [R.] & Jordan, S. R. (2005). Becoming ‘black lambs’ not ‘parrots’: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly 39.3, 513534.CrossRefGoogle Scholar
Golombek, P. R. & Johnson, K. E. (2004). Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second-language teachers' development. Teachers and Teaching: Theory and Practice 10.3, 307327.CrossRefGoogle Scholar
Gomm, R., Hammersley, M. & Foster, P. (eds.) (2000). Case study method: Key issues, key texts. London: Sage.Google Scholar
Gordon, D. (2004). ‘I'm tired. You clean and cook.’ Shifting gender identities and second language socialization. TESOL Quarterly 38.3, 437457.CrossRefGoogle Scholar
Gordon, J. A. (2006). Assigned to the margins: Teachers for minority and immigrant communities in Japan. Teaching and Teacher Education 22.7, 766776.CrossRefGoogle Scholar
Grbich, C. (2007). Qualitative data analysis: An introduction. London: Sage.Google Scholar
Gu, Q. & Schweisfurth, M. (2007). Learning and personal growth in a ‘foreign’ context: Intercultural experiences of international students. Presented at the UKFIET conference Education and Development, 12 September 2007. http://www.nottingham.ac.uk/education/projects/qg-intercultural-experiences/outputs.php.Google Scholar
Gubrium, J. F. & Holstein, J. A. (eds.) (2002). Handbook of interview research: Context and method. Thousand Oaks, CA: Sage.Google Scholar
Guerrero, M. D. (2003). ‘We have correct English teachers. Why can't we have correct Spanish teachers? It's not acceptable.’ International Journal of Qualitative Studies in Education 16.5, 647668.CrossRefGoogle Scholar
Ha, P. L. (2004). University classrooms in Vietnam: Contesting the stereotypes. ELT Journal 58.1, 5057.Google Scholar
Halbach, A. (2000). Finding out about students' learning strategies by looking at their diaries: A case study. System 28.1, 8596.CrossRefGoogle Scholar
Hall, G. (2008). An ethnographic diary study. ELT Journal 62.2, 113122.CrossRefGoogle Scholar
Hall, J. K. (2003). Teaching and researching language and culture. London: Longman.Google Scholar
Hall, J. K. (2007a). Redressing the roles of correction and repair in research on second and foreign language learning. The Modern Language Journal 91.4, 511526.CrossRefGoogle Scholar
Hall, J. K. (2007b). The devil's in the details: A response to Seedhouse. The Modern Language Journal 91.4, 534536.CrossRefGoogle Scholar
Hall, J. K. & Verplaetse, L. S. (eds.) (2000). Second and foreign language learning through classroom interaction. Mawah, NJ: Lawrence Erlbaum.CrossRefGoogle Scholar
Hammersley, M. (1992). Deconstructing the quantitative-quantitative divide. In Brannen, J. (ed.), Mixing methods: Quantitative and qualitative research. London: Gower, 3957.Google Scholar
Hammersley, M. (2005). The myth of research-based practice: The critical case of educational enquiry. International Journal of Social Research Methodology 8.4, 317330.CrossRefGoogle Scholar
Hammersley, M. (2006). Ethnography: Problems and prospects. Ethnography and Education 1.1, 314.CrossRefGoogle Scholar
Hammersley, M. & Atkinson, P. [A.] (2007). Ethnography: Principles in practice (3rd edn.) London: Routledge.Google Scholar
Hammond, J. & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. Prospect 20.1, 630.Google Scholar
Hammond, K. (2006). More than a game: A critical discourse analysis of a racial inequality exercise in Japan. TESOL Quarterly 40.3, 545571.CrossRefGoogle Scholar
Hamp-Lyons, L. (2006). Feedback in portfolio-based writing courses. In Hyland, K. & Hyland, F. (eds.), Feedback in second language writing: Contexts and issues. Cambridge: Cambridge University Press, 140161.CrossRefGoogle Scholar
Hanke, V. (2000). Learning about literacy: Children's versions of the Literacy Hour. Journal of Research in Reading 23.3, 287298.CrossRefGoogle Scholar
Hart, N. (2002). Intra-group autonomy and authentic materials: A different approach to ELT in Japanese colleges and universities. System 30.1, 3346.CrossRefGoogle Scholar
Have, P. ten (2004). Understanding qualitative research and ethnomethodology. London: Sage.CrossRefGoogle Scholar
Hawkins, M. R. (2005). Becoming a student: Identity work and academic literacies in early schooling. TESOL Quarterly 39.1, 5982.CrossRefGoogle Scholar
Hawkins, M. R. & Legler, L. L. (2004). Reflections on the impact of teacher–researcher collaboration. TESOL Quarterly 38.2, 339343.CrossRefGoogle Scholar
Hayes, D. (2005). Exploring the lives of non-native speaking educators in Sri Lanka. Teachers and Teaching: Theory and Practice 11.2, 169194.CrossRefGoogle Scholar
Hellermann, J. (2006). Classroom interactive practices for developing L2 literacy: A microethnographic study of two beginning adult learners of English. Applied Linguistics 27.3, 377404.CrossRefGoogle Scholar
Hellermann, J. (2007). The development of practices for action in classroom dyadic interaction: Focus on task openings. The Modern Language Journal 91.1, 8396.CrossRefGoogle Scholar
Hellermann, J. (2008). Actions for classroom language learning. Clevedon: Multilingual Matters.Google Scholar
Hewson, C., Yule, P., Laurent, D. & Vogel, C. (2003). Internet research methods: A practical guide for the social and behavioural sciences. London: Sage.CrossRefGoogle Scholar
Hinkel, E. (2005). Handbook of research in second language teaching and learning. London: Routledge.CrossRefGoogle Scholar
Ho, B. (2003). Time managements of final year undergraduate English projects: Supervisees' and the supervisor's coping strategies. System 31.2, 231245.CrossRefGoogle Scholar
Holliday, A. (2002a). Doing and writing qualitative research. London: Sage.Google Scholar
Holliday, A. (2002b). Distinguishing the voices of researchers and the people they research in writing qualitative research. In Miller, K. S. & Thompson, P. (eds.), Unity and diversity in language use. London: Continuum, 125137.Google Scholar
Holliday, A. (2004a). Issues of validity in progressive paradigms of qualitative research. TESOL Quarterly 38.4, 731734.CrossRefGoogle Scholar
Holliday, A. (2004b). The value of reconstruction in revealing hidden or counter cultures. Journal of Applied Linguistics 1.3, 275294.CrossRefGoogle Scholar
Holliday, A. (2007). Doing and writing qualitative research (2nd edn.). London: Sage.CrossRefGoogle Scholar
Hua, Z. & Seedhouse, P. (eds.) (2007). Language learning and teaching as social interaction. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Huang, J. (2003). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching Research 7.1, 333.CrossRefGoogle Scholar
Huang, J. (2005). A diary study of difficulties and constraints in EFL learning. System 33.4, 609621.CrossRefGoogle Scholar
Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Language Teaching Research 4.1, 3354.CrossRefGoogle Scholar
Iino, M. (2006). Norms of interaction in a Japanese homestay setting: Toward a two-way flow of linguistic and cultural resources. In DuFon, & Churchill, . (eds.), 151–173.CrossRefGoogle Scholar
Johnson, K. (2002). Designing language teaching tasks. Basingstoke: Palgrave Macmillan.Google Scholar
Johnson, K. E. & Golombek, P. R. (eds.) (2002). Teachers' narrative inquiry as professional development. Cambridge: Cambridge University Press.Google Scholar
Jones, J. F. (2004). The many benefits of a research component in English language teacher education: A case study. Prospect 19.2, 2538.Google Scholar
Kamhi-Stein, L. D. (2003). Reading in two languages: How attitudes toward home language and beliefs about reading affect the behaviors of ‘underprepared’ L2 college readers. TESOL Quarterly 37.1, 3571.CrossRefGoogle Scholar
Kilbourn, B. (2006). The qualitative doctoral dissertation. Teacher's College Record 108.4, 529576.CrossRefGoogle Scholar
Kurhila, S. (2006). Second language interaction. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Kurihara, Y. & Samimy, K. K. (2007). The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal 29.1, 99122.CrossRefGoogle Scholar
Kvale, S. (2008). InterViews: An introduction to qualitative research interviewing (2nd edn.). Thousand Oaks, CA: Sage.Google Scholar
Lacorte, M. (2005). Teachers' knowledge and experience in the discourse of foreign-language classrooms. Language Teaching Research 9.4, 381402.CrossRefGoogle Scholar
de Laine, M. (2000). Fieldwork, participation and practice: Ethics and dilemmas in qualitative research. London: Sage.Google Scholar
Lamie, J. M. (2001). Understanding change: The impact of in-service training on teachers of English in Japan. Huntington, NY: Nova.Google Scholar
Lazaraton, A. (1995). Qualitative research in applied linguistics: A progress report. TESOL Quarterly 29.3, 455472.CrossRefGoogle Scholar
Lazaraton, A. (2000). Current trends in research methodology and statistics in applied linguistics. TESOL Quarterly 34.1, 175181.CrossRefGoogle Scholar
Lazaraton, A. (2003a). Evaluative criteria for qualitative research in applied linguistics: Whose criteria and whose research? The Modern Language Journal 87.1, 112.CrossRefGoogle Scholar
Lazaraton, A. (2003b). Incidental displays of cultural knowledge in the nonnative-English-speaking teacher's classroom. TESOL Quarterly 37.2, 213245.CrossRefGoogle Scholar
Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal 61.4, 321329.CrossRefGoogle Scholar
Leibowitz, B. (2005). Learning in an additional language in a multilingual society: A South African case study on university-level writing. TESOL Quarterly 39.4, 661681.CrossRefGoogle Scholar
Li, Y. (2007). Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article. TESOL Quarterly 41.1, 5579.CrossRefGoogle Scholar
Liebscher, G. & Dailey-O'Cain, J. (2003). Conversational repair as a role-defining mechanism in classroom interaction. The Modern Language Journal 87.3, 375390.CrossRefGoogle Scholar
van Lier, L. (1988). The classroom and the language learner. London: Longman.Google Scholar
van Lier, L. (1996). Conflicting voices: Language, classrooms, and bilingual education in Puno. In Bailey, K. & Nunan, D. (eds.), Voices from the language classroom. Cambridge: Cambridge University Press, 363387.Google Scholar
Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.CrossRefGoogle Scholar
Long, A. & Godfrey, M. (2004). An evaluation tool to assess the quality of qualitative research studies. International Journal of Social Research Methodology 7.2, 161196.CrossRefGoogle Scholar
Lynch, B. K. (2003). Language assessment and programme evaluation. Edinburgh: Edinburgh University Press.Google Scholar
McCarthy, M. & O'Keeffe, A. (2004). Research in the teaching of speaking. Annual Review of Applied Linguistics 24, 2643.CrossRefGoogle Scholar
McDonough, J. & McDonough, S. (1997). Research methods for English language teachers. London: Hodder Arnold.Google Scholar
McKay, S. [L.] (2000). An investigation of five Japanese English teachers' reflections on their U.S. MA TESOL practicum experience. JALT Journal 22.1, 4668.Google Scholar
McKay, S. L. (2005). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
McNiff, J. & Whitehead, J. (2005). All you need to know about action research. London: Sage.Google Scholar
Maguire, M. H. & Graves, B. (2001). Speaking personalities in primary school children's L2 writing. TESOL Quarterly 35.4, 561593.CrossRefGoogle Scholar
Mangubhai, F., Marland, P., Dashwood, A. & Son, J-B. (2004). Teaching a foreign language: One teacher's practical theory. Teaching and Teacher Education 20.3, 291311.CrossRefGoogle Scholar
Mangubhai, F., Marland, P., Dashwood, A. & Son, J-B. (2005). Similarities and differences in teachers' and researchers' conceptions of communicative language teaching: Does the use of an educational model cast a better light? Language Teaching Research 9.1, 3166.CrossRefGoogle Scholar
Marefat, F. (2002). The impact of diary analysis on teaching/learning writing. RELC Journal 33.1, 101121.CrossRefGoogle Scholar
Markee, N. & Stansell, J. (2007). Using electronic publishing as a resource for increasing empirical and interpretive accountability in conversation analysis. Annual Review of Applied Linguistics 27, 2444.CrossRefGoogle Scholar
Martin, P. W. (2003). Interactions and inter-relationships around text: Practices and positionings in a multilingual classroom in Brunei. International Journal of Bilingual Education and Bilingualism 6.3&4, 185201.CrossRefGoogle Scholar
Mason, J. (2002). Qualitative researching (2nd edn.). London: Sage.Google Scholar
Mauther, M., Birch, M., Jessop, J. & Miller, T. (eds.) (2002). Ethics in qualitative research. London: Sage.CrossRefGoogle Scholar
Maybin, J. (2006). Children's voices: Talk, knowledge and identity. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Menard-Warwick, J. (2005). Intergenerational trajectories and sociopolitical context: Latina immigrants in adult ESL. TESOL Quarterly 39.2, 165186.CrossRefGoogle Scholar
Mickan, P. (2006). Socialisation through teacher talk in an Australian bilingual class. International Journal of Bilingual Education and Bilingualism 9.3, 342358.CrossRefGoogle Scholar
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd edn.). Beverly Hills, CA: Sage.Google Scholar
Miller, J. (2003). Audible differences: ESL and social identity in schools. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Miller, J., Mitchell, J. & Brown, J.. (2005). African refugees with interrupted schooling in the high school mainstream: Dilemmas for teachers. Prospect 20.2, 1933.Google Scholar
Miller, L. & Aldred, D. (2000). Student teachers' perceptions about communicative language teaching methods. RELC Journal 31.1, 122.CrossRefGoogle Scholar
Miller, W. L. & Crabtree, B. F. (1992). Primary care research: A multimethod typology and qualitative roadmap. In Crabtree, B. F. & Miller, W. L. (eds.), Doing qualitative research: Multiple strategies. Thousand Oaks, CA: Sage, 328.Google Scholar
Mitchell, R. & Lee, H-W. (2003). Sameness and difference in classroom learning cultures: Interpretations of communicative pedagogy in the UK and Korea. Language Teaching Research 7.1, 3563CrossRefGoogle Scholar
Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly 38.4, 573603.CrossRefGoogle Scholar
Motha, S. (2006). Racializing ESOL teacher iin U.S. K-12 public schools. TESOL Quarterly 40.3, 495518.CrossRefGoogle Scholar
Nazari, A. (2007). EFL teachers' perception of the concept of communicative competence. ELT Journal 61.3, 202210.CrossRefGoogle Scholar
Neville-Barton, P. (2002). Family dynamics: A neglected motivational factor in English language programs? Prospect 17.1, 414.Google Scholar
Nijhof, G. (1997). ‘Response work’: Approaching answers to open interview readings. Qualitative Inquiry 3.2, 169187.CrossRefGoogle Scholar
Norton, B. (2000). Identity and language learning. London: Longman.Google Scholar
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.Google Scholar
O'Connor, A. & Sharkey, J. (2004). Teacher-researcher collaboration in TESOL: Defining the process of teacher-researcher collaboration. TESOL Quarterly 38.2, 335339.CrossRefGoogle Scholar
O'Reilly, K. (2004). Ethnographic methods. London: Routledge.CrossRefGoogle Scholar
O'Toole, G. (2002). Alone in a crowd or going native? A doctoral student's experience. In Walford, G. (ed.), Doing a doctorate in educational ethnography: Studies in educational ethnography volume 7. Amsterdam: JAI, 159172.CrossRefGoogle Scholar
Ohta, A. S. & Nakaone, T. (2004). When students ask questions: Teacher and peer answers in the foreign language classroom. IRAL (International Review of Applied Linguistics) 42.3, 217237.CrossRefGoogle Scholar
Oliver, P. (2003). The student's guide to research ethics. Maidenhead: Open University Press/McGraw-Hill Education.Google Scholar
Ortega, L. & Iberri-Shea, G. (2005). Longitudinal research in second language acquisition: Recent trends and future directions. Annual Review of Applied Linguistics 25, 2645.CrossRefGoogle Scholar
Palfreyman, D. (2005). Othering in an English language program. TESOL Quarterly 29.2, 211234.CrossRefGoogle Scholar
Park, J-E. (2007). Co-construction of nonnative speaker identity in cross-cultural interaction. Applied Linguistics 28.3, 339360.CrossRefGoogle Scholar
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd edn.). Thousand Oaks CA: Sage.Google Scholar
Pavlenko, A. (2002). Narrative study: Whose story is it, anyway? TESOL Quarterly 36.2, 213218.CrossRefGoogle Scholar
Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics 28.2, 163188.CrossRefGoogle Scholar
Pavlenko, A. & Blackledge, A. (eds.) (2004). Negotiation of identities in multilingual settings. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Pellegrino Aveni, V. A. (2005). Study abroad and second language use: Constructing the self. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Perpignan, H. (2003). Exploring the written feedback dialogue: A research, learning and teaching practice. Language Teaching Research 7.2, 259278.CrossRefGoogle Scholar
Perry, B. & Stewart, T. (2005). Insights into effective partnership in interdisciplinary team teaching. System 33.4, 563573.CrossRefGoogle Scholar
Perry, F. L. Jr. (2005). Research in applied linguistics: Becoming a discerning consumer. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Pinter, A. (2007). Some benefits of peer–peer interaction: 10-year-old children practising with a communication task. Language Teaching Research 11.2, 189207.CrossRefGoogle Scholar
Ponterotto, J. G. (2006). Brief notes on the origins, evolution, and meaning of the qualitative research concept ‘thick description’. The Qualitative Report 11.3, 538–549. http://www.nova.edu/ssss/QR/QR11-3/ponterotto.pdf.Google Scholar
Prasad, P. (2005). Crafting qualitative research: Working in the postpositivist positions. Armonk, NY: M.E. Sharp.Google Scholar
Ramanathan, V. & Atkinson, D. (1999). Ethnographic approaches and methods in L2 research: A critical guide and review. Applied Linguistics 20.1, 4470.CrossRefGoogle Scholar
Rampton, B. (1995). Crossing: Language and ethnicity among adolescents. London: Longman.Google Scholar
Rampton, B. (2006). Language in late modernity: Interaction in an urban school. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Rampton, B., Tusting, K., Maybin, J., Barwell, R., Creese, A. & Lytra, V. (2004). UK linguistic ethnography: A discussion paper. UK Linguistic Forum. http://www.ling-ethnog.org.uk/documents/discussion_paper_jan_05.pdf.Google Scholar
Rapley, T. J. (2001). The art(fulness) of open-ended interviewing: Some considerations on analysing interviews. Qualitative Research 3.1, 303323.CrossRefGoogle Scholar
Reason, P. & Bradbury, H. (2007). Handbook of action research (2nd edn.). London: Sage.Google Scholar
Reutzel, E. J. (2003). Laughter in an ESL classroom: The result of footing incongruous with Korean Students' cultural models. Asian Journal of English Language Teaching 13, 4560.Google Scholar
Richards, K. (2003). Qualitative inquiry in TESOL. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Richards, K. (2006a). ‘Being the teacher’: Identity and classroom conversation. Applied Linguistics 27.1, 5177.CrossRefGoogle Scholar
Richards, K. (2006b). Language and professional identity. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Richards, L. (2005). Handling qualitative data: A practical guide. London: Sage.Google Scholar
Roulston, K. (2006). Close encounters of the ‘CA’ kind: A review of literature analysing talk in research interviews. Qualitative Research 6.4, 515534.CrossRefGoogle Scholar
Rubin, H. J. & Rubin, I. S. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage.Google Scholar
Sakui, K. (2007). Classroom management in Japanese EFL Classrooms. JALT Journal 29.1, 4158.CrossRefGoogle Scholar
Sato, K. & Kleinsasser, R. C. (2004). Beliefs, practices, and interactions of teachers in a Japanese high school English department. Teaching and Teacher Education 20.8, 797816.CrossRefGoogle Scholar
Seale, C., Gobo, G., Gubrium, J. F. & Silverman, D. (eds.) (2007a). Qualitative research practice. London: Sage.Google Scholar
Seale, C., Gobo, G., Gubrium, J. F. & Silverman, D. (2007b). Introduction: Inside qualitative Research (paperback edn.). In Seale, et al. (eds.), 1–12.Google Scholar
Sealey, A. (2007). Linguistic ethnography in realist perspective. Journal of Sociolinguistics 11.5 (special issue – Linguistic ethnography: Links, problems and possibilities), 641660.CrossRefGoogle Scholar
Sealey, A. & Carter, B. (2004). Applied linguistics as social science. London: Continuum.Google Scholar
Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell.Google Scholar
Seedhouse, P. (2005). Conversation analysis and language learning. Language Teaching 38.4, 165187.CrossRefGoogle Scholar
Seedhouse, P. (2007). On ethnomethodological CA and ‘linguistic CA’: A reply to Hall. The Modern Language Journal 91.4, 527533.CrossRefGoogle Scholar
Shohamy, E. (2004). Reflections on research guidelines, categories, and responsibility. TESOL Quarterly 38.4, 728731.CrossRefGoogle Scholar
Siedman, I. (2006). Interviewing as qualitative research: A guide for researcher in education and the social sciences (3rd edn.). New York: Teachers College Press.Google Scholar
Sikes, P. (2000). ‘Truth’ and ‘lies’ revisited. British Educational Research Journal 26.2, 257270.CrossRefGoogle Scholar
Silverman, D. (2004). Doing qualitative research: A practical handbook (2nd edn.). London: Sage.Google Scholar
Silverman, D. (2006). Interpreting qualitative data: Methods for analysing talk, text and interaction (3rd edn.). London: Sage.Google Scholar
Simon-Maeda, A. (2004). The complex construction of professional identities: Female EFL educators in Japan speak out. TESOL Quarterly 38.3, 405436.CrossRefGoogle Scholar
Stewart, T. (2006). Teacher–researcher collaboration or teachers' research. TESOL Quarterly 40.2, 421430.CrossRefGoogle Scholar
St.Pierre, E. A., Roulston, K. (2006). The state of qualitative inquiry: A contested science. International Journal of Qualitative Studies in Education 19.6 (special issue – The state of qualitative inquiry), 673684.Google Scholar
Stroud, C. & Wee, L. (2007). A pedagogical application of liminalities in social positioning: Identity and literacy in Singapore. TESOL Quarterly 41.1, 3354.CrossRefGoogle Scholar
Takahashi, S. (2005). Noticing in task performance and learning outcomes: A qualitative analysis of instructional effects in interlanguage pragmatics. System 33.3, 437461.CrossRefGoogle Scholar
Talmy, S. (2008). Reappraising the interview in applied linguistics research: Whose truth, whose voice, what theory? Presented at the 2008 Annual Conference of the American Association for Applied Linguistics, Washington, DC, 29 March – 2 April.Google Scholar
Tan, Z. (2007). Questioning in Chinese university EL classrooms. What lies beyond it? RELC Journal 38.1, 87103.CrossRefGoogle Scholar
Tardy, C. M. & Snyder, B. (2004). ‘That's why I do it’: Flow and EFL teachers' practices. ELT Journal 58.2, 118128.CrossRefGoogle Scholar
Tashakkori, A. & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.Google Scholar
Teddlie, C. & Tashakkori, A. (2003). Major issues and controversies in the use of mixed methods in the social and behavioral sciences. In Tashakkori, A. & Teddlie, C. (eds.), Handbook of mixed methods in social and behavioral research. Thousand Oaks, CA: Sage, 350.Google Scholar
Tesch, R. (1990). Qualitative research: Analysis types and software tools. New York: Falmer.Google Scholar
TESOL Quarterly (2003). Some guidelines for conducting quantitative and qualitative research in TESOL (2003). TESOL Quarterly 37.1, 157178.CrossRefGoogle Scholar
Toohey, K. (2000). Learning English at school: Identity, social relations, and classroom practice. Clevedon: Multilingual Matters.Google Scholar
Towndrow, P. (2004). Reflections of an on-line tutor. ELT Journal 58.2, 174182.CrossRefGoogle Scholar
Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly 41.4, 657680.CrossRefGoogle Scholar
Van de Ven, P-H. (2007). A collaborative dialogue – Research in Dutch language education. English Teaching: Practice and Critique 6.3, 112–132. http://education.waikato.ac.nz/research/files/etpc/2007v6n3art7.pdf.Google Scholar
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning 53.3, 463496.CrossRefGoogle Scholar
Varghese, M. M. & Johnston, B. (2007). Evangelical Christians and English language teaching. TESOL Quarterly 41.1, 531.CrossRefGoogle Scholar
Vickers, C. H. (2007). Second language socialization through team interaction among electrical and computer engineering students. The Modern Language Journal 91.4, 621640.CrossRefGoogle Scholar
Wallace, C. (2005). The cultural and linguistic resources of advanced bilingual learners: A case study of four bilingual learners in a multilingual London school. Prospect 20.1, 8294.Google Scholar
Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research 6.1, 323.CrossRefGoogle Scholar
Walsh, S. (2006a). Investigating classroom discourse. London: Routledge.CrossRefGoogle Scholar
Walsh, S. (2006b). Talking the talk of the TESOL classroom. ELT Journal 60.2, 133141.CrossRefGoogle Scholar
Weigle, S. C. & Nelson, G. L. (2004). Novice tutors and their ESL tutees: Three case studies of tutor roles and perceptions of tutorial success. Journal of Second Language Writing 13.3, 203225.CrossRefGoogle Scholar
Wengraf, T. (2001). Qualitative research interviewing. London: Sage.CrossRefGoogle Scholar
Wilkinson, S. (2002). The omnipresent classroom during summer study abroad: American students in conversation with their French hosts. The Modern Language Journal 86, 157173.CrossRefGoogle Scholar
Wolcott, H. F. (1992). Posturing in qualitative inquiry. In LeCompte, M. D., Milroy, W. L. & Preissle, J. (eds.), The handbook of qualitative research in education. New York: Academic Press, 352.Google Scholar
Wooffitt, R. & Widdicombe, S. (2006). Interaction in interviews. In Drew, P., Raymond, G. & Weinberg, D. (eds.), Talk and interaction in social science research methods. London: Sage, 2849.CrossRefGoogle Scholar
Wu, X. & Fang, L. (2002). Teaching communicative English in China: A case study of the gap between teachers' views and practice. Asian Journal of English Language Teaching 12, 143162.Google Scholar
Xinmin, Z. & Adamson, B. (2003). The pedagogy of a secondary school teacher of English in the People's Republic of China: Challenging the stereotypes. RELC Journal 34.3, 323337.CrossRefGoogle Scholar
Xuesong, G. (2006). Strategies used by Chinese parents to support English language learning: Voices of ‘elite’ university students. RELC Journal 37.3, 285298.CrossRefGoogle Scholar
Yasuda, S. (2005). Different activities in the same task: An activity theory approach to ESL students' writing process. JALT Journal 27.2, 139168.CrossRefGoogle Scholar
Yihong, G., Lichun, L. & Jun, L. (2001). Trends in research methods in applied linguistics: China and the West. English for Specific Purposes 20, 114.Google Scholar
Yin, R. (2003). Case study research: Design and methods (3rd edn.). Thousand Oaks, CA: Sage.Google Scholar
Zhanjiang, H. J. (2006). Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas. Language Teaching Research 10.1, 95117.Google Scholar
Zhu, W. (2004). Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines. Journal of Second Language Writing 13.1, 2948.CrossRefGoogle Scholar