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In:Child-centered Approaches to Applied Linguistic Research
Edited by Yuko Goto Butler and Annamaria Pinter
[Research Methods in Applied Linguistics 13] 2025
► pp. 32–52

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Chapter 3
Child-centred quantitative research

 | University of Reading
 | University of Reading
 | University of Reading
Published online: 5 September 2025
DOI logo with link
https://doi.org/10.1075/rmal.13.03kas
Abstract
Quantitative methods are widely used in Applied Linguistics research, in both experimental and non-experimental studies that may use them to test theory and provide insights to inform practice. Typically, such studies involve the collection of language data through carefully designed instruments, tests, and tasks. An array of quantitative instruments have been developed and used in the field for a variety of purposes, including (but not limited to) measuring achievement, proficiency, individual differences, affective factors, and/or tapping into aspects of language knowledge (e.g. grammatical, lexical, phonological) or eliciting different types of knowledge (e.g. explicit, implicit). The majority of second language acquisition studies (and therefore most instruments) have tended to focus on adult (e.g. university-level) learner populations. However, a key premise of child-centred research is that it takes into account children’s relevant developmental characteristics (e.g. linguistic, cognitive, metacognitive, social, emotional) in the design of appropriate research tools.. Drawing on the authors’ experiences conducting young learner, classroom-based research, this chapter will explore the use of quantitative research tools in child-centred research, discussing both the principles and challenges underpinning those designed or adapted for use with children.
Article outline
  • Introduction
  • Positioning child-centred quantitative research
  • Measuring linguistic outcomes
    • Considering developmental characteristics
    • Developing literacy skills
    • Considering children’s lived experiences
    • Balancing challenge and motivation: Use of control groups
  • Measuring linguistic outcomes in longitudinal research
    • Test versions of comparable difficulty
    • Test versions of increasing difficulty
  • Measuring non-linguistic outcomes
  • Conclusion
  • References
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