In:Doing SLA Research with Implications for the Classroom: Reconciling methodological demands and pedagogical applicability
Edited by Robert M. DeKeyser and Goretti Prieto Botana
[Language Learning & Language Teaching 52] 2019
► pp. 201–216
Chapter 10Discussion
Balancing methodological rigor and pedagogical relevance
Published online: 7 March 2019
https://doi.org/10.1075/lllt.52.10spa
https://doi.org/10.1075/lllt.52.10spa
Abstract
In this chapter I reflect on the contributions to this volume with respect to two guiding criteria: Relevance to classroom applications and Advantages and challenges of methodology. I examine the goals, focus, and research questions investigated in the descriptive, quasi-experimental and experimental studies presented in this collection. I analyze their methodological characteristics in terms of cost, ethics, participant availability, experimental control, teacher collaboration, student motivation, and generalizability. I argue that all the ISLA studies presented in this volume are relevant to L2 pedagogy. Echoing the words of the editors, I also argue that placing experimental and descriptive research into a dichotomous relationship where the former is characterized as not relevant to the classroom and the latter as lacking validity is problematic. Such a categorization fails to acknowledge the different purposes of both types of research and the different contributions each can make to L2 pedagogy.
Keywords: research and L2 pedagogy, validity, generalizability, relevance
Article outline
- Relevance to classroom applications
- Descriptive research
- Quasi-experimental research
- Experimental research
- Advantages and challenges of methodology
- Cost
- Ethics
- Participant availability
- Experimental control
- Teacher collaboration
- Student motivation
- Generalizability
- Conclusion
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