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- Publisher Website: 10.1017/S0261444824000053
- Scopus: eid_2-s2.0-85190142814
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Article: How do language education researchers attend to quality in qualitative studies?
Title | How do language education researchers attend to quality in qualitative studies? |
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Authors | |
Issue Date | 1-Jan-2024 |
Publisher | Cambridge University Press |
Citation | Language Teaching: Surveys and Studies, 2024, p. 1-17 How to Cite? |
Abstract | The steady expansion in qualitative research in the area of language education over the last two decades indicates the growing recognition of its importance to investigating issues of language teaching and learning. Along with this recognition, understanding and assessing the quality of qualitative studies in this area has gained increasing significance. Addressing this concern, in this research synthesis, we qualitatively explore how 236 qualitative language education studies published in seven leading journals explicitly foreground the issue of 'research quality'. We conducted a qualitative content analysis of how authors of these studies addressed the main quality concepts proposed by well-known frameworks of qualitative research quality. Our findings, presented as ten major themes, show that qualitative researchers' overt treatment of research quality is realised based on three distinct orientations: no explicit quality criteria, positivist views of quality, and interpretive quality conceptions. We discuss aspects of these orientations and their implications for qualitative research in language education. |
Persistent Identifier | http://hdl.handle.net/10722/345929 |
ISSN | 2023 Impact Factor: 4.0 2023 SCImago Journal Rankings: 1.568 |
DC Field | Value | Language |
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dc.contributor.author | Mirhosseini, Seyyed Abdolhamid | - |
dc.contributor.author | Pearson, William S | - |
dc.date.accessioned | 2024-09-04T07:06:32Z | - |
dc.date.available | 2024-09-04T07:06:32Z | - |
dc.date.issued | 2024-01-01 | - |
dc.identifier.citation | Language Teaching: Surveys and Studies, 2024, p. 1-17 | - |
dc.identifier.issn | 0261-4448 | - |
dc.identifier.uri | http://hdl.handle.net/10722/345929 | - |
dc.description.abstract | The steady expansion in qualitative research in the area of language education over the last two decades indicates the growing recognition of its importance to investigating issues of language teaching and learning. Along with this recognition, understanding and assessing the quality of qualitative studies in this area has gained increasing significance. Addressing this concern, in this research synthesis, we qualitatively explore how 236 qualitative language education studies published in seven leading journals explicitly foreground the issue of 'research quality'. We conducted a qualitative content analysis of how authors of these studies addressed the main quality concepts proposed by well-known frameworks of qualitative research quality. Our findings, presented as ten major themes, show that qualitative researchers' overt treatment of research quality is realised based on three distinct orientations: no explicit quality criteria, positivist views of quality, and interpretive quality conceptions. We discuss aspects of these orientations and their implications for qualitative research in language education. | - |
dc.language | eng | - |
dc.publisher | Cambridge University Press | - |
dc.relation.ispartof | Language Teaching: Surveys and Studies | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.title | How do language education researchers attend to quality in qualitative studies? | - |
dc.type | Article | - |
dc.identifier.doi | 10.1017/S0261444824000053 | - |
dc.identifier.scopus | eid_2-s2.0-85190142814 | - |
dc.identifier.spage | 1 | - |
dc.identifier.epage | 17 | - |
dc.identifier.eissn | 1475-3049 | - |
dc.identifier.issnl | 0261-4448 | - |