Research Methods in AL

'The Sage Handbook of Qualitative Research' cannot be simply categorized as a typical methods book focusing on research design, data collection, or data analysis. It is often seen as the "Bible" of the qualitative research community. Simply put, this book has helped shape and define an entire field. While called a handbook, it's actually a massive volume you wouldn't want to carry in your bag; it's too heavy. In its 6th edition (2023), published before Norman K. Denzin's passing, the book is a collection of approximately 800 pages with 44 chapters written by leading scholars in the field. The 2023 edition also welcomed two new co-editors: Michael Donald Giardina and Gaile S. Cannella. The book was first published in 1994, edited by two giants: Norman K. Denzin and Yvonna S. Lincoln. Norman K. Denzin is considered the father of modern qualitative research, while Yvonna S. Lincoln was a pioneering leader of her era. Together with Egon G. Guba, she wrote 'Naturalistic Inquiry' (1985): a work that proposed naturalistic inquiry, later known as the constructivist paradigm, marking the end of the paradigm wars. The book is considered field-defining because in the late 1980s through the 1990s, qualitative research was still emerging, with everything seemingly just being explored and experimented with. A few years earlier, Robert K. Yin had just published the first edition of 'Case Study Research' (1984); shortly after, Sharan B. Merriam wrote 'Case Study Research in Education' on qualitative case study research (1988); Egon G. Guba and Yvonna S. Lincoln published 'Fourth Generation Evaluation' (1989); in 1990, Anselm Strauss and Juliet Corbin released 'Basics of Qualitative Research', continuing grounded theory from 1967; and that same year, Michael Quinn Patton published the 2nd edition of 'Qualitative Research & Evaluation Methods', based on the first edition titled 'Qualitative Evaluation Methods' (1980). Meanwhile, it wasn't until three years later that John W. Creswell released the first edition of 'Qualitative Inquiry and Research Design' in 1997.

Title: Teachers' perceptions of using AI for specific language skills Hello, This questionnaire is part of a research study exploring teachers’ attitudes towards integrating AI in language teaching. Your responses will remain completely confidential and will only be used for research purposes. Completing the questionnaire takes about 10-15 minutes, and your participation is greatly appreciated 🙏 Link to the questionnaire: 🔗[https://docs.google.com/forms/d/e/1FAIpQLSeHQHH0w3MERhFjIngddu0WWjWNYMBKUwC15d_BzGrOqzIMpg/viewform?usp=dialog]

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The Internal Mechanism of Survey Research and a Decision Tree

Longitudinal Vs. Cross-sectional Research and Other Options

Subjectivity, Positionality, Reflexivity, and Trustworthiness in Qualitative Research Dr. Mayukh Dewan https://www.youtube.com/watch?v=VqKCHFbbsXk

Flowchart of experimental design

Critical theory identifies how things can be made better but has no equipment that can be mobilized to effect the desired change. In the following video-clip, Professor Henry Giroux discusses the critical approach to research and describes how it relates to critical pedagogy.

Jerry Rosiek, University of Oregon, USA The role of philosophy in qualitative research methodology

Do reverse-coded items need to be in the questionnaire? No, they are not strictly required, but they are useful if used carefully. Why people include reverse items????😊😊 To detect/accommodate acquiescence (yea-saying) bias — people who tend to agree with every item.😊😍 To help check response attentiveness (e.g., someone who agrees with both strongly positive and strongly negative items may be careless).😇 Why reverse items can cause problems???? Negatively-worded items often behave differently psychometrically and can create a spurious “method” factor (items cluster together not because of content but because of negative wording). This can appear in EFA as an extra factor that is artifactual.😤😤 They increase cognitive load; some respondents misinterpret the negation, especially in cross-cultural samples or with lower reading-proficiency respondents.😢😢 My practical recommendation😊☺️ Keep a small number of reverse items — enough to detect acquiescence but not so many that they create a method factor. Prefer simple, unambiguous negative wording (avoid double negatives). Reverse-score all reverse items before running EFA. (EFA must be on directional-consistent items.)