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On the Mixed Methods Designs in Language Education Research

Yu Wei

Abstract


With the broad application of mixed methods in social sciences, methodological designs in language education research
has grabbed growing attention from scholars. This paper examines the use of mixed methods in empirical studies on language
education from 2016 to 2020 in four International journals. Grounded on Creswell’s (2018) theory, the core design of the mixed
method is further illustrated, expected to render some methodological enlightenment for future linguistics and education researchers.

Keywords


Language Education; Research Method; Mixed-method Design

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References


[1] Creswell, J. W. & V.L. Plano Clark. Design and Conducting Mixed Methods Research (3rd ed.)[M]. Thousand Oaks, CA: Sage, 2018.

[2] Hasheme, M.R. & Babaii, E. Mixed methods research: Toward new research designs in applied linguistics[J]. The Modern Language Journal, 2013(4): 828-852.

[3] Hlas, A. C. , Neyers, K. & Molitor, S. Measuring student attention in the second language classroom[J]. Language Teaching Research, 2019(1):107-125.

[4] Liao, H. & Li, Y. Intercultural teaching approaches and practices of Chinese teacher in English education: An exploratory mixed methods study[J]. Language Teaching Research, 2020(6):1-32.

[5] Uchihara, T. & Harada, T. Roles of vocabulary knowledge for success in English-medium Instruction: Self-perception and academic outcomes of Japanese undergraduates[J]. TESOL Quarterly, 2018(3):564-587.

[6] Zhang,P. Mixed Methods in Applied Linguistics[M]. Foreign Language Teaching and Research Press, 2017.




DOI: http://dx.doi.org/10.18686/ahe.v6i15.5184

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