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Enhancing Interventional Studies Through Mixed-Methods Research in Language Education
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Author(s): Bailing He (Institute for Language and Communication, Université Catholique de Louvain, Belgium)and Ferran Suñer Munoz (Institute for Language and Communication, Université Catholique de Louvain, Belgium)
Copyright: 2025
Pages: 22
Source title:
Design and Validation of Research Tools and Methodologies
Source Author(s)/Editor(s): Aicha Rahal (Pazmany Peter Catholic University, Budapest, Hungary)and Mária Adorján (Károli Gáspár University of the Reformed Church, Hungary)
DOI: 10.4018/979-8-3693-1135-6.ch016
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Abstract
Interventional studies in second language acquisition (SLA) have advanced our understanding of various teaching strategies' impacts. These studies, distinguishing between instructed second language acquisition (ISLA) and applied second language acquisition (ASLA), offer unique insights. To ensure high ecological validity and produce transferable findings, researchers advocate for methodologies that capture the multifaceted nature of language learning. This chapter explores the potential of mixed methods research (MMR) in enhancing interventional studies within language education. MMR, by integrating quantitative and qualitative approaches, addresses limitations inherent in each method alone. Combining robust quantitative data with rich qualitative insights provides a deeper and broader understanding of complex phenomena in SLA. This chapter argues that MMR designs are essential for blending generalizable data with contextual insights, contributing to a more nuanced and holistic understanding of language education research.
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