In:Instructed Second Language Acquisition Research Methods
Edited by Laura Gurzynski-Weiss and YouJin Kim
[Research Methods in Applied Linguistics 3] 2022
► pp. 125–146
Chapter 6Unique considerations for ISLA research across approaches
Published online: 8 December 2022
https://doi.org/10.1075/rmal.3.06gur
https://doi.org/10.1075/rmal.3.06gur
Abstract
In this chapter, which comprises Section III, we discuss several of the most important and impactful considerations that can affect ISLA research design, implementation, and interpretation across methodological approaches. We unpack the use of intact classes, small sample sizes, and recruiting one’s current students as participants. We highlight how to reduce a potential observer effect and what additional limitations one may introduce by having others collect your data. Additionally, we discuss the need to measure learner and teacher individual differences, specifying which are most likely at play in an L2 classroom and what methodological options are robust and realistic for measurement. We then unpack the risk for outside exposure to a given target structure in longitudinal designs, for example, and how to measure potential outside influences. We discuss the reality of heterogeneous prior knowledge and the importance of continuing to recalibrate ISLA research to a bi/multilingual norm. Finally, we move into a step-by-step example of the decision-making necessary when conducting an ISLA study, suggest resources in the field, and provide links to further reading. Throughout the chapter, we include a focus on research ethics particularly relevant for ISLA.
Article outline
- 1.Overview of the unique considerations affecting ISLA research
- 2.Use of intact classes and/or small participant pools in quantitative research designs
- 3.Using your own students for ISLA research
- 4.Learner IDs
- 5.Interlocutor/Teacher IDs
- 6.The bi/multilingual turn in ISLA
- 7.A paradigm of ISLA-specific considerations in research design
- 8.Conclusions
- 9.Further reading and related resources
- 9.1Use of intact classes and/or small participant pools in quantitative research design
- 9.2Using your own students for research
- 9.3Learner IDs
- 9.4Interlocutor/Teacher IDs
- 9.5The bi/multilingual turn in ISLA
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