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Channel Posts
| 2 |  No text... | 177 |
| 3 | Contemporary Qualitative Research in Applied Linguistics: Perspectives, Debates, and Futures
🏛 Publisher: John Benjamins Publishing Company
📚 Series: Research Methods in Applied Linguistics (RMAL)
✍️ Editor: Hessameddin Ghanbar — Islamic Azad University, Fereshtegaan International Branch, Tehran, Iran
🗓 Fortcoming: Early 2028
Foreword
Sal Consoli — University of Edinburgh, United Kingdom
Chapter 1
Introduction: Contemporary Qualitative Research in Applied Linguistics: Reorientations, Debates, and Methodological Futures
Hessameddin Ghanbar — Islamic Azad University, Fereshtegaan International Branch, Tehran, Iran
PART I: RECONSIDERING METHODOLOGICAL COMMITMENTS AND INTERPRETIVE QUALITY
Chapter 2
Methodological Adaptation without Epistemological Drift: Rethinking Qualitative Innovation in Applied Linguistics
Hessameddin Ghanbar — Islamic Azad University, Fereshtegaan International Branch, Tehran, Iran
Chapter 3
Reconsidering Replication in Qualitative Applied Linguistics
Kevin McManus — University of Pittsburgh, USA
Chapter 4
From Codes to Claims: Thematic Analysis, Qualitative Content Analysis, and Interpretive Quality in Applied Linguistics
Brian Hibbs — Dalton State College, USA
Chapter 5
Making Lived Experience Analytically Visible: Interpretative Phenomenological Analysis in Applied Linguistics
Rohan K. Willis — University of Auckland, New Zealand
Chapter 6
When the Researcher Becomes Evidence: Memory, Interpretation, and Accountability in Autoethnographic Inquiry
Bedrettin Yazan — The University of Texas at San Antonio, USA
PART II: EXTENDING SITUATED, RELATIONAL, AND DYNAMIC QUALITATIVE INQUIRY
Chapter 7
Nexus Analysis: An Integrative Methodology for Critical, Relational Inquiry in Multilingual Education
D. Philip Montgomery — Nazarbayev University, Kazakhstan
Aiym Zhumabayeva — Zimran, Kazakhstan
Chapter 8
Going Through Language and Place: Conceptualising Go-Alongs as Mobile Qualitative Inquiry in Applied Linguistics
Yingqiu Chen — College of Foreign Languages, Fujian Normal University, China
Louisa Buckingham — University of Auckland, New Zealand
Chapter 9
Retrodictive Qualitative Modelling in Applied Linguistics: Tracing Dynamic Systems from Outcomes to Developmental Pathways
Özkan Kırmızı — Karabük University, Türkiye
Chapter 10
Quality Time: Designing for Kairos in Interventionist Qualitative Research in Applied Linguistics
Jacob Rieker and Meredith Doran — The Pennsylvania State University, USA
Chapter 11
When Pedagogy Becomes Data: Reflective Practice as Teaching and Qualitative Research
Lena Barrantes-Elizondo — Universidad Nacional, Costa Rica
Joshua Gordon — University of Northern Iowa, USA
PART III: INCLUSION, EPISTEMIC JUSTICE, AND EMERGING METHODOLOGICAL RESPONSIBILITIES
Chapter 12
From Ngopi to Sangkep Banjar: A Decolonial Framework for Relational Inquiry and Community-Governed Knowledge Co-Creation
I Kadek Purnawan — Nanzan University, Japan
Chapter 13
Designing Disability-Inclusive Qualitative Research in Applied Linguistics: From Conceptualization to Circulation
Caitlin Cornell — Michigan State University, USA
Chapter 14
Accessibility as Epistemic Justice: Feminist Disability Ethnography, Institutional Power and Inclusive Qualitative Research in Applied Linguistics
Rebecca Fish — University of Lancashire, United Kingdom
Chapter 15
What Counts as Evidence? Conversation Analysis, Participant Accounts, and Disability-Inclusive Qualitative Research
James Alvis Carpenter — Tsurumi University, Japan
Chapter 16
Beyond Procedural Ethics: Relational and Reflexive Decision-Making Throughout the Research Process
Carlo Cinaglia and Emil Asanov — Florida State University, USA
Chapter 17
The Methodological Footprint of Generative AI: Interpretation and Ethical Responsibility in Qualitative Research
Pei-Jung Li — University of Georgia, USA
Jessica Nina Lester — Indiana University Bloomington, USA
Afterword
Peter I. De Costa — Michigan State University, USA | 204 |
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| 7 | https://benjamins.com/catalog/rmal.17.toc?srsltid=AfmBOooak37ypJZCsnaB3s7KBUBSYt7cGvvMNE9uhUTtm26av2ySZj4A | 471 |
| 8 | Just out: Research Synthesis Methodologies in Applied Linguistics (edited by Sin Wang Chong, 2026)
Open access!
From the Benjamins website
This edited volume offers a critical examination of research synthesis in Applied Linguistics at a time when such work is increasingly influential and increasingly misunderstood. The volume brings together reflective accounts of conducting and editing different types of research syntheses. Instead of a procedural manual, the book foregrounds the ethical and methodological decisions that shape research syntheses in practice. Across the book, contributors discuss opportunities, constraints, and tensions between standardisation and innovation. The book is written for researchers, postgraduate students, journal editors, and methodologists who are interested in research synthesis as a reflexive, situated, and collaborative form of scholarship.
Preface
John M. Norris | pp. xv–xx
Section 1. Introduction: The origin and evolution of research synthesis in Applied Linguistics
Chapter 1. The inconvenient truth about research syntheses in Applied Linguistics
Sin Wang Chong | pp. 2–19
Section 2. Research synthesis in Applied Linguistics journals
Chapter 2. Research syntheses in the international journal, Language Testing: Publishing trends and a drive to improve research reporting standards
Talia Isaacs, Ruslan Suvorov, Xun Yan and Sofya Styrina | pp. 22–40
Chapter 3. Research synthesis and meta-analysis in SSLA: Evidence, quality, and ways forward
Luke Plonsky, Yuhang Hu and Shujing Zhao | pp. 41–56
Chapter 4. Planning, doing, and disseminating research syntheses: An introduction to the new journal, Research Synthesis in Applied Linguistics
Sathena Chan and Sin Wang Chong | pp. 57–66
Section 3. Bibliometric/scientometric review
Section overview: What is a bibliometric/scientometric review?
Sai Zhang and Vahid Aryadoust | pp. 68–71
Chapter 5. Methodological considerations in conducting bibliometric/scientometric reviews
Peter Crosthwaite, Sulistya Ningrum and Jihua Dong | pp. 72–89
Chapter 6. Towards methodological rigor and analytical depth in conducting bibliometric reviews: A case study in Applied Linguistics
Sai Zhang and Vahid Aryadoust | pp. 90–109
Section 4. Meta-analysis
Section overview: What is a meta-analysis?
Zhouhan Jin and Reza Norouzian | pp. 112–114
Chapter 7. Lessons from a modern meta-analysis: Methodological insights
Zhouhan Jin and Reza Norouzian | pp. 115–133
Chapter 8. Learning through conducting meta-analyses: Supervisor and student reflections
Stuart Webb and Su Kyung Kim | pp. 134–154
Section 5. Qualitative research synthesis and practice review
Section overview: What are qualitative research synthesis, qualitative synthesis of research, and practice review?
Sho Kato | pp. 156–160
Chapter 9. Supervising master’s students conducting qualitatively-focused research syntheses in a Japanese context
Eoin Jordan, Jason Kushnir and Sho Kato | pp. 161–179
Chapter 10. Conducting a research synthesis on translanguaging practices in Anglophone classrooms
Ming Sum Kong and Sarah Hopkyns | pp. 180–199
Section 6. Scoping review
Section overview: What is a scoping review?
Mara Fuertes Gutiérrez and Inma Álvarez | pp. 202–207
Chapter 11. Reflecting on scoping review methodology with a language testing example
Sha Liu | pp. 208–228
Chapter 12. Mapping research evidence with a scoping review: A critical appraisal
Inma Álvarez and Mara Fuertes Gutiérrez | pp. 229–246
Section 7. Systematic review
Section overview: What is a systematic review
Hamish Chalmers | pp. 248–252
Chapter 13. Conducting systematic reviews in Applied Linguistics: A case study and critical reflection
Emily Oxley | pp. 253–270
Chapter 14. Challenges and practical solutions in Applied Linguistics systematic review: A reflective perspective
Takumi Aoyama | pp. 271–291
Chapter 15. Sing a song of synthesis: Harmony and discordances in preparing a systematic review on the effects of songs in second language education
Hamish Chalmers and Catherine Hamilton | pp. 292–310
Chapter 16. The opportunities and challenges of conducting a methodological review on the applications of Q methodology in Applied Linguistics
Nicola Morea and Hessameddin Ghanbar | pp. 311–327
Section 8. Emergent and interdisciplinary practices in research synthesis
Chapter 17. Human reviewers in an AI era: A methodological reflection on research synthesis
Dongxia Nie, Qi Liu, Dominique Yixue Jiang, Rui Yan, Yi Zhang, Xin Fang, Jingying Hu, Xuechun Huang and Jing Yun | pp. 330–347
Chapter 18. Responding to the challenges of evidence synthesis: Some lessons from healthcare
Anastasios Bastounis, Burak Kundakci and Andrew Booth | pp. 348–366
Section 9. Research synthesis in Applied Linguistics: Looking ahead
Chapter 19. A principled approach to methodological agility in research synthesis: Putting ethics at the centre
Sin Wang Chong | pp. 367-387. | 466 |
| 9 | Why I Keep Insisting on Equal Group Sizes in ANOVA and MANOVA 🧪📊
Every time I run a workshop on comparing groups, someone asks me the same question: "Does it really matter if my groups are not equal in size?" 🤔 My answer is always the same. It matters, but not for the reason most people assume. It is not about elegance or symmetry. It is about what happens to your Type I error rate when an assumption is violated. ⚠️
Let me explain what I mean. 🗣️
1️⃣ Equal n protects you when homogeneity is violated 🛡️
We all know ANOVA assumes homogeneity of variances, and MANOVA assumes homogeneity of variance-covariance matrices, which is what Box's M is testing. 📉 What is less widely appreciated is that this assumption is remarkably forgiving when your groups are balanced. The F statistic simply absorbs the violation. 📉
Once your groups are unbalanced, the violation starts to bite, and it bites in a predictable direction: 🦷
* If your larger group has the larger variance, the test becomes conservative. You lose power and you may miss a real effect. ⬇️
* If your smaller group has the larger variance, the test becomes liberal. Your nominal alpha of .05 may in reality be .10 or worse, and you end up reporting an effect that is not there. ⬆️
This is exactly why so many of us are relaxed about Box's M in a balanced design and much more careful in an unbalanced one. Under imbalance, I would move to Pillai's trace for the multivariate test, and to Welch's F or Brown-Forsythe for the univariate follow-ups. 🔄
2️⃣ Unequal cells break the orthogonality of your factorial design 🧱
This one is often missed in our field. In a balanced factorial design, main effects and interactions are independent, and the sums of squares partition cleanly. ✂️ Once cells are unequal, the effects become correlated, and Type I, Type II, and Type III sums of squares no longer agree. 🤝 Your substantive conclusion can therefore depend on a default setting in your software that you never consciously chose. 💻 In a balanced design, this problem simply does not arise. ✅
3️⃣ You are wasting participants 🏃♂️💨
For a fixed total sample size, power is maximized when groups are equal. Effective sample size is driven by the harmonic mean, so a 20 versus 80 split behaves roughly like 32 per group rather than 50 per group. 📉 You collected 100 people and you are getting the power of 64. In our context, where data collection is rarely easy, this is a real cost. 💸
4️⃣ A note specific to MANOVA 📌
MANOVA is even less tolerant, because covariance homogeneity and multivariate normality interact, and multivariate outliers do far more damage in a small cell. 🚫 At minimum, every cell must contain more cases than you have dependent variables, and I would want a comfortable margin beyond that, not a technical minimum. 📏
So how much imbalance is acceptable? 🤷♂️
My working rule is to keep the ratio of the largest to the smallest group below 1.5 to 1. Beyond 4 to 1, I would not trust the standard test without serious checking. 🔍
And a plea about reporting 📝
When I review manuscripts, I still see authors report a non-significant Box's M and move straight on, with the cell sizes buried somewhere or absent altogether. 🕵️♂️ Please report your cell sizes, your variance ratio, and which multivariate criterion you used and why. It takes two sentences, and it is the difference between a reader being able to evaluate your analysis and simply having to trust it. 🤝
If you are designing your study now, this is one of the few methodological problems you can solve completely in advance, at zero cost, by planning for balanced groups. 🎯 Once the data are collected, all we can do is manage the damage. 🚑 | 505 |
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| 11 | Just out: Statistical Modeling for (Actual) Hypothesis Testing (Tove Larsson & Gregory R. Hancock)
Free to download until August 11: https://doi.org/10.1017/9781009660877
Keywords: Cumulative knowledge building, empirically informed hypotheses, null hypothesis significance testing, structural equation modeling
Abstract:
By building knowledge in a deliberate and systematic manner, we can gain a more complete understanding of a given research area relevant to corpus linguists. Specifically, empirically informed hypotheses (i.e., hypotheses that result from a synthesis of findings from all relevant prior studies) play a key role in this endeavor in that they enable us to test to what extent generalizations from previous research are consistent with our results, or if we need to make adjustments to our existing knowledge or theory. In this Element, we aim to provide a practical and accessible introduction to select statistical methods for evaluating such empirically informed hypotheses. In particular, we illustrate techniques from the broader null-hypothesis significance testing framework (e.g., equivalence testing), and structural equation modeling framework (e.g., measured variable path analysis), with the goal of encouraging knowledge building in a more principled and systematic manner in corpus linguistics. | 513 |
| 12 |  Ethics and positionality are not peripheral sections of qualitative research—they shape every relationship, decision, interpretation, and representation we produce.
This poster offers a concise reminder that ethical qualitative inquiry in applied linguistics requires ongoing consent, attention to power and language, contextual privacy, reflexivity, and interpretive care.
The central question remains: What am I making visible—and what might I be obscuring? | 599 |
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| 15 |  📚 آکادمی PREET برگزار میکند:
🔴 کارگاه
*Doing Qualitative Research in Applied Linguistics*
🔹 مدرس: دکتر محمدرضا هاشمی
🔹طول دوره: ۶ هفته (۶ جلسه دو ساعته)
🔹 زمان برگزاری: از ۳۱ تیر ۱۴۰۵، روزهای چهارشنبه ساعت ۱۶:۳۰ الی ۱۸:۳۰
🔹 دوره در پلتفرم *ادوبی کانکت* برگزار میگردد و دارای پشتیبانی میباشد.
📚 PREET center presents:
🔴 Workshop on Doing Qualitative Research in Applied Linguistics
🔹 Instructor: Dr. Mohammad R. Hashemi
🔹 Duration: Six weeks (six sessions)
🔹 Schedule: Wednesdays 16:30-18:30
🔹 The workshops will be held on the Adobe Connect platform and will have the support.
📣 Registration has started. (Limited capacity)
▪️ For more information and registration:
Telegram: @preetadmin
WhatsApp & SMS: +989359289774
▪️For each participant in the workshop, a digital certificate signed by Dr. Minoo Alemi, Dr. Zia Tajeddin, and Dr. Mohammad R. Hashemi will be issued. | 571 |
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| 19 | Between-subjects factor × within-subjects factor: technical essentials for Applied Linguistics researchers (By Hessameddin Ghanbar) | 462 |
| 20 |  No text... | 437 |
