ENGL 574 A: Research Methods in Second-Language Acquisition

ENGLISH 574: RESEARCH METHODS IN SECOND LANGUAGE ACQUISITION

MATESOL, Department of English, University of Washington, Spring 2025

Instructor: Priti Sandhu

Email: sandhu@28.uw.edu

Classroom: Savory 140                              Classes: Wed: 12.30am to 4.20pm       

Office: Padelford Hall, B-425                    Office Hrs.: By Appointment

COURSE DESCRIPTION: The aim of this course is to introduce you to research methods currently employed within the fields of second language acquisition and applied linguistics. You will learn about the ontological and epistemological foundations that underpin research conducted under various paradigms within the field. You will examine the strengths and weaknesses of the methods under discussion and develop a comprehensive understanding of the types of knowledge claims that can be made when adopting different research methodologies. You will also plan, conduct, and write up an original research study and thereby gain first-hand experience of utilizing specific research methods. The course additionally aims to familiarize you with a variety of analytic frameworks for examining oral and written data. By the end of this course you will be able to: a) understand differences between quantitative, qualitative, and mixed methods research methodologies, b) become familiar with a variety of qualitative research methodologies, c) become familiar with the underlying ontological and epistemological basis of different research methodologies, d) conduct library-based research and formulate a relevant theoretical framework for your research projects, e) conceptualize, plan, and conduct independent research, f) gain experience in finding research participants, g) collect, organize, analyze, and interpret original data, h) write an original research paper, and i) critically evaluate published research.

REQUIRED TEXT: Paltridge, B., & Phakiti, A. (Eds.). (2015). Research Methods in Applied Linguistics: A Practical Resource, 2^nd Edition. (RMAL). Bloomsbury Publishing.

(Note: I recommend you buy the Kindle version of this book from Amazon.com).

• All additional readings will be made available via this Course’s Canvas Site. To access these, go to Required Readings under Modules.

GRADES

Class participation:                                10%

Preliminary Research Paragraph:            5%

Literature Review Outline:                      5%

Research Proposal Outline:                    5%

Data Analysis Workshop:                      5%

Research Paper:                                      70%

The following conversion of points/percentage to GPA scores will be used for the final grade:

99-100: 4.0                   89-90:  3.5                    79-80:  3.0

97-98:   3.9                   87-88:  3.4                    77-78:  2.9

95-96:   3.8                   85-86:  3.3                    75-76:  2.8

93-94:   3.7                   83-84:  3.2                    74-75:  2.7

91-92:   3.6                   81-82:  3.1

NOTE: This syllabus is partially based on the 2011 syllabus of Dr. Motha, University of Washington. However, it has been substantially developed and altered.

ASSIGNMENTS:

1. RESEARCH PAPER: 15 pages, double-spaced, Font 12 (DUE: Wednesday June 11^th, Email this to me by the end of day)

The purpose of this assignment is for you to gain experience in designing and carrying out an original research project using primary data. Your research context could be classroom-based. e.g., related to the observation and analysis of gender-based language in the class discourse or in course materials, or group work dynamics and how these impact class participation and language learning, or teacher-student interactions, etc. It can also be based on out-of-class contexts such as interviews or narratives related to language learning and teaching collected from language learners and/or language instructors which explore issues of language learning/teaching vis-à-vis gender, identity, ethnicity, race, etc. The important aspects of this assignment are:

1. You will be required to work with research participants in addition to carrying out library-based research to situate your project
2. You will be required to collect data yourselves. Please do not relegate this task to someone else or use data from any other published/unpublished source.

Your research paper should have the following seven sections:

1. Abstract: A succinct summary of the study. This should be between 130-150 words. Do not exceed 150 words.
2. Introduction: This is a very important section of your paper in which you describe your research topic. It should additionally answer questions like: Why is this topic relevant to your field? What is its importance in the current contemporary context? What are your main research questions? How do you answer these?

• Literature review: This is another extremely important segment of your paper and must be carefully researched. In it, you should present a synthesis of your topic by answering questions like: What is the current knowledge about this topic? What are some of the issues or debates that are currently ongoing about this topic? In what way/s does your paper attempt to answer or extend some of these conversations? You should also include a description of any overarching theory/theories that guide your project. 

1. Methodology: This segment should include: (a) your research questions, (b) A description of your research methods and the rationale for selecting these (i.e. why do you think this research method/s is/are best suited to answer your research questions?) (c) A description of the participants of your research projects – how did you locate them, their linguistic, academic, ethnic (if needed) backgrounds, etc. (d) A description of the research context (i.e. the site where was the data collected etc. (e) A description of your data (i.e. how much data, the type of data, and the means used to collect it) (f) A discussion of how you organized and analyzed the data.
2. Findings and Discussion: In qualitative research projects these segments are normally combined, and you will be required to do the same. Here you will present your data analysis, findings, and interpretations. You must also discuss: How your findings are related to your research questions and discuss whether they answered the questions you set out to research. Did you find unexpected results? How did you treat these? You must also delineate how your research findings are related to previous work on this topic (i.e. tying this back to the literature review segment of the paper).
3. Conclusion: Briefly restate your main arguments and findings, discuss unanswered questions, and point towards future directions.

NOTE: APA citation style must be used consistently for in-text citations as well as for the final reference list. You will be required to include at least 10 in your reference list, of these 5 must be from the required readings, and 5 from external sources. Of course, you are free to include more sources if you have read more extensively. 

In previous years, students have conducted the following research studies:

• Perceptions and Implementations of Pedagogical Translanguaging in Higher Education ESL Classrooms in Pakistan: A Shared Narrative Inquiry
• Intersectionality of sexuality, ethnicity, and “(non-)native-speakerness:” A narrative inquiry of a gay Kurdish ESL teacher in Canada
• The Influence of Metacognitive Writing Assignments on Pre-Service MATESOL Teacher Identity: An Autoethnography
• Japanese Americans in Japan: A Shared Narrative Inquiry of Heritage Language Learners’ Identity Through an Intersectional Lens

• Not Your Typical English Teacher: An Autoethnography of an ESL/EFL Teacher of Color
• A narrative-based examination of the teaching experiences of non-native French language teachers in a FLE classroom at the Alliance Française in India.
• A Shared Narrative Inquiry of First-Year Graduate Student TA’s Navigating Their First Teaching Experiences in COVID-Era Higher Education

2. PRELIMINARY RESEARCH PARAGRAPH (DUE: Wednesday, April 16^th, by end of day via e-mail)

Write a ONE-paragraph description of an initial idea for your proposed research study. In this paragraph, you must describe the research topic and potential research questions. Describe why this topic is of interest (not just to you personally but to the field of Applied Linguistics) and how your research could extend knowledge in this area. Also, include information about which type of research participants you plan to select, how you propose to approach them, the type of data you will collect and in which context (i.e. in a classroom, in face-to-face interactions, through diary entries, analysis of course textbooks, etc.).

3. LITERATURE REVIEW OUTLINE (DUE: Sunday, May 30^th, by the end of day via email)

Early in the quarter, I will collect an outline of the literature review portion of your project. The deadline is intentionally set early to ensure that you have an early start in reading the relevant literature. The outline should provide a survey of relevant research by others that leads to your project, in other words, a rationale for your project. Be sure to synthesize this research and include studies that have investigated the phenomena from different perspectives and with differing results and findings where possible. At the end of your outline, state your main research question(s) and list additional research that you intend to read and a list of dates by which you will have completed each reading or group of readings. Please note that this is a preliminary literature review. As you continue with your research, you could add and subtract references to match your growing understanding of your work. Your Literature Review Outline should cite 5 studies you have read and an additional 4-5 readings that you intend to read. It should be about 2 pages long.

4. RESEARCH PROPOSAL OUTLINE (DUE: Friday, May 16^th, by end of day via e-mail)

You will write a brief research proposal for your project (one single-spaced page). This proposal should include (1) title, (2) a very brief overview of the related literature, (3) the rationale for the study (why the proposed study is important), (4) research questions, (5) a description of the research site and the participants, (6) a description of the planned procedure (methodology). We will devote a good portion of class time to reading each other’s proposals.

5. DATA ANALYSIS WORKSHOP (See Course schedule for date)

Bring SOME (not all) data from your project to class. This should not exceed one page if it is a transcription and should be in the form of individual handouts for everyone in class. You will have about 20 minutes of class time for analysis of your data. Therefore, it is important that you do not include too much data in your handouts or take up too much time to explain your study.

• If you are doing any discourse analysis of spoken data (e.g., classroom interactions, interviews, oral narratives, etc.), your data should be in the form of line-numbered transcripts as below. This may be accompanied by an audio-recording of the data, especially if you want us to attend to oral articulations of participants such as voice modulations, speed or volume of delivery, etc.

1. T: So who can tell me one thing about Seattle coffee?
2. S1: It is very famous.

• The data can also be in the form of field notes from classroom observations or any other form of participant observations.
• If you are examining diary studies or written narratives, then bring segments of participants’ written data you wish the class to analyze.
• If you are analyzing student writing, then bring excerpts of such writing.
• If you are conducting discourse analysis on course materials, then copy-paste relevant portions of the textbook in your handout or bring photocopies of the published materials along with your handout.
• If you are unsure about how to present your data, please meet with me to discuss this.

NOTE: Whatever data you bring to class should be included in your final paper.

Additional information you need to provide in the Data Workshop Handout:

• A brief description of your study
• Your research questions
• Your theoretical and data analytical perspectives
• Descriptive information about the participants but be sure to maintain their anonymity by using pseudonyms
• Provide 1-3 guiding questions about how to analyze the data in the handout, e.g., do you wish your peers to look at identity-related issues, specific interactional patterns, the manner in which people are positioned within the data, etc.

6. FINAL PROJECT PRESENTATIONS (Last Week of Instruction: See course schedule for dates)

You will make a conference-paper-style PowerPoint presentation (ppt)of your project. The time for each presentation will be 30 minutes: 20 minutes of presentation followed by 10 minutes of Q&A. The presentation should be accompanied by a succinct handout which follows your ppt. DO NOT include copy/paste text from your final paper in this handout. Ideally, the information in the ppt and the handout should be brief, in bullet points, and should include well-prepared and presented data segments. Please bring handouts for everyone in class. In the Q&A session following your presentation you will answer questions from your peers about you study. Use APA citation style in the handout and ppt.

7. PARTICIPATION AND ATTENDANCE

You are expected to attend all class sessions and participate in class discussions. This is a seminar class based primarily on class discussions. Therefore, you are expected to come prepared to class having read the assigned readings for the day and fully ready to discuss them in detail in class discussions. Your grade for class participation does not depend on the length or frequency of your contributions to the class discussions but rather on the quality and substance of your comments. Your grade will also depend on the extent to which you contribute to a collaborative learning environment where everyone has an opportunity to speak and be heard. Please monitor the length, frequency, and substance of your contributions to class discussions and ensure that your comments are relevant to the ongoing discussion.

Absence: If you must be absent, let me know in advance by e-mail. You are responsible for obtaining class handouts and notes on such days. You are also responsible for all your course work and meeting your deadlines despite your absence. Your absence will impact your grade and if you miss four class meetings, you will not pass the course.

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COURSE SCHEDULE

(Subject to change at Instructor’s discretion)

WEEK 1 - Wednesday, April 2^nd

Course and Syllabus Instruction, Mini Workshop

Discussion prompts:

• What do you know about Qualitative, Quantitative and Mixed Methods Research?
• Have you conducted any research projects till date? If yes, describe it briefly. What were your research questions? Which research methods did you use? What were your findings?
• Have you heard of Human Subjects/IRB permission? What is it? Why is it required?
• What do you think are the most salient questions TESOL and Applied Linguistics as a field face today? Why?
• Which research topics are you most interested in within TESOL/Applied Linguistics? Why? Which research methodologies do you think might best suit your research interest?
• What would you like to research this quarter? Do you have a topic in mind? What type of research would it be?
• Mini Workshop: You will be asked to leave the class for 20 to 30 minutes for this task. You will be asked to go to a nearby public space with another student/s. It could be to a cafeteria, the quad, library, etc. Before you leave class, take five minutes to decide with your partner, something that you are interested in observing in that public space. This could be how people interact with each other, the description of the space, the type of people who frequent the space, what activities they engage in, etc. Feel free to add to this list. Once you have made this initial list, shortlist 2-3 things you will focus on for this task. Then leave for that place. Once there, seat yourself near each other but not near enough to see what the other person/s is/are writing. Take a few minutes to write a description of what you see. Observe and note down the things you had earlier decided upon. If none of your pre-listed occurrences are observable, note down anything else of interest. Do not interact with anyone you are observing, unless someone approaches you first and starts a conversation. If so answer them but keep the conversation brief. After you are done speaking with them, take a few minutes to jot down what was said. Do not speak about what you observed with your peer/s and return to class. Once in class, we will do a post-observation analysis and discussion of your observations. Please refer to the Class Activity Discussion Prompts for the questions that will guide this discussion.

WEEK 2 - Wednesday, April 9^th

Quantitative Research Methods and Mixed Methods Research

Required Readings

• Phakiti, A and Paltridge, B. (2015.) Approaches and Methods in Applied Linguistics Research. (Chapter 1, RMAL). Read pages 10-22; Start from the sub-section “Dimensions of Research”

• Chapelle, C. & Duff, P. (2003). Some guidelines for conducting quantitative and qualitative research in TESOL. TESOL Quarterly, 37(1) 157-178. Read pp 157-163.

• Wagner, E. (2015). Survey Research (Chapter 5, RMAL)
• Ivanakova, N. V. & Greer, J. L. (2015). Mixed Methods Research and Analysis (Chapter 4, RMAL)

Recommended Readings:

• Kim, T. Y., & Seo, H. S. (2012). Elementary School Students' Foreign Language Learning Demotivation: A Mixed Methods Study of Korean EFL Context. Asia-Pacific Education Researcher (De La Salle University Manila), 21(1), 160-171.
• Gass, S. (2015). Experimental Research. (Chapter 6, RMAL)
• Phakiti, A. (2015). Quantitative Research and Analysis. (Chapter 2, RMAL).
• Schwandt, T. A. (2007). The Sage Dictionary of Qualitative Inquiry, 3^rd Ed. Thousand Oaks, CA: Sage. (This is a succinct preliminary guide to basic terms and concepts within qualitative research)

• Riazi, A. M., & Candlin, C. N. (2014). Mixed-methods research in language teaching and learning: Opportunities, issues and challenges.
• Hashemi, M. R., & Babaii, E. (2013). Mixed methods research: Toward new research designs in applied linguistics. The Modern Language Journal, 97(4), 828-852.
• Moradkhani, S., & Rahimi, M. (2020). The impact of students’ English proficiency level and teacher education on L2 teachers’ pedagogical knowledge: A mixed‐methods study. TESOL Journal, 11(2), e496.

WEEK 3 – Wednesday, April 16^th  

Qualitative Research, Research Paradigms, Case Studies

Required Readings:

• Holiday, A. (2015). Qualitative Research and Analysis (Chapter 3, RMAL)
• Casanave, C. P. (2015). Case Studies. (Chapter 7, RMAL)
• Chapelle, C. & Duff, P. (2003). Some guidelines for conducting quantitative andqualitative research in TESOL. TESOL Quarterly, 37(1) 157-178. Read pp 163-168.

•  Yeo, M. A., & Newton, J. M. (2021). Inclusive transnational education partnerships: A case study of a Master of Arts in TESOL program. RELC Journal, 52(2), 287-306.

Recommended Readings for more on Qualitative Research in general:

• Denzin, N. K. and Lincoln, Y. S. (Eds.) (2012). The SAGE Handbook of Qualitative Research, 3^rd Sage.
• Silverman, D. (ed.) (2012). Qualitative Research, 3^rd Sage.
• Richards, J. A. (2003). Qualitative inquiry in TESOL. Basingstoke, HA: Palgrave Macmillan.

Recommended Readings for more on Case Study Research:

• Duff, P. (2014). Case study research on language use and learning. Annual Review of Applied Linguistics 34, 233–255.

• Flybjerg, B. (2006). Five Misunderstandings About Case-Study Research. Qualitative Inquiry, 12 (2), 219-245.
• Van Wynsberghe, R. & Khan, S. (2007). Redefining case study. International Journal of Qualitative Methods. 16 (2), 80-94.
• Duff, P.A. (2008). Case study research in applied linguistics. New York, NY: Erlbaum/Taylor & Francis
• Yin, R. K. (2009). Case study research: Design and Methods, 4^th Thousand Oaks, CA: Sage.
• Lew, S., Yang, A. H., & Harklau, L. (2018). Qualitative methodology. In The Palgrave Handbook of Applied Linguistics Research Methodology(pp. 79-101). Palgrave Macmillan, London.
• Mortenson, L. (2021). White TESOL Instructors’ Engagement with Social Justice Content in an EAP Program: Teacher Neutrality as a Tool of White Supremacy. BC TEAL Journal, 6(1), 106-131.
• Sauntson, H. (2021). Queering TESOL in International Learning Contexts. Linguistic Perspectives on Sexuality in Education: Representations, Constructions and Negotiations, 315.
• Abdi, K. (2011). “She really only speaks English”: Positioning, language ideology, and heritage language learners. Canadian Modern Language Review. 67(2), 161–189.

Week 4 - Wednesday, April 30^th

Ethnographic Research, Researcher Positionality, Ethical Research

Required Readings:

• Starfield, S. (2015). Ethnographic Research (Chapter 8, RMAL)
• Chapelle, C. & Duff, P. (2003). Some guidelines for conducting quantitative and

qualitative research in TESOL. TESOL Quarterly, 37(1) 157-178. Read pp 172-178.

• Kasun, G. S., & Saavedra, C. M. (2016). Disrupting ELL teacher candidates' identities: Indigenizing teacher education in one study abroad program. TESOL QUARTERLY, 50(3), 684-707.
• Lin, A. M. (2015). Researcher positionality. Research methods in language policy and planning: A practical guide, 21-32.
• De Costa, P. (2015). Ethics in Applied Linguistics Research (Chapter 14, RMAL)

Recommended Readings:

• Willett, J. (1995). Becoming first graders in an L2: An ethnographic study of L2 socialization. TESOL Quarterly, 29, 463-503.

• Wolcott, H. (1983). Adequate Schools and Inadequate Education: The Life History of a Sneaky Kid. Anthropology and Education Quarterly 14(1), 3-32.

• Watson‐Gegeo, K. A. (1988). Ethnography in ESL: Defining the essentials. TESOL Quarterly, 22(4), 575-592.
• Madison, D. S. (2011). Critical ethnography: Method, ethics, and performance. Sage.
• De Costa, P. I. (2014). Making ethical decisions in an ethnographic study. TESOL Quarterly, 48(2), 413-422. (Also see, Chapter 14, RMAL by this author)
• Caldas, B. (2019). To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning. TESOL Journal, 10(4), e485
• Cahnmann-Taylor, M., Bleyle, S., Hwang, Y., & Zhang, K. (2017). Teaching poetry in TESOL teacher education: Heightened attention to language as well as to cultural and political critique through poetry writing. TESOL Journal, 8(1), 70-101.

WEEK 5 – April 30^th

Anti-Racist Research, Intersectionality as a Research Framework

Required Readings:

• Kubota, R. (2020) Confronting Epistemological Racism, Decolonizing Scholarly Knowledge: Race and Gender in Applied Linguistics, Applied Linguistics, 41 (5), 712–732. https://doi-org.offcampus.lib.washington.edu/10.1093/applin/amz033
• Romero, Y. (2017). Developing an intersectional framework: Engaging the decenter in language studies. Critical Inquiry in Language Studies, 14(4), 320-346.
• Lawrence, L., & Nagashima, Y. (2020). The intersectionality of gender, sexuality, race, and Native-speakerness: Investigating ELT teacher identity through duoethnography. Journal of Language, Identity & Education, 19(1), 42-55.
• Motha, S. (2006). Racializing ESOL Teacher Identities in U.S. K-12 Public Schools. TESOL Quarterly, 40 (3), 495-518.

Recommended Readings:

• Parker, L. and Lynn, M. (2002). What’s Race got to do with it? Critical Race Theory’s conflicts with and connections to qualitative research methodology and epistemology.

    Qualitative Inquiry, 8 (1), 7–22.

• Delgado, R., & Stefancic, J. (Eds.). (2001). Critical race theory: An introduction. New York: New York University Press.
• Smith, L. T. (2013). Decolonizing methodologies: Research and indigenous peoples. Zed Books Ltd.
• Motha, S. (2020). Is an Antiracist and Decolonizing Applied Linguistics Possible? Annual Review of Applied Linguistics, 40, 128-133.
• Kubota, R., & Lin, A. (2006). Race and TESOL: Introduction to concepts and theories. TESOL quarterly, 40(3), 471-493.
• Rubdy, R. (2015). Unequal Englishes, the native speaker, and decolonization in TESOL. In Unequal Englishes(pp. 42-58). Palgrave Macmillan, London.
• Macedo, D. (Ed.). (2019). Decolonizing foreign language education: The misteaching of English and other colonial languages. Routledge.

• Kubota, R. and Miller, E. R. (2017). Re-examining and Re-envisioning Criticality in Language Studies: Theories and Praxis. Critical Inquiry in Language Studies, 0, 1-29. DOI: 10.1080/15427587.2017.1290500
• Von Esch, K. S., Motha, S., & Kubota, R. (2020). Race and language teaching. Language Teaching, 53(4), 391-421.
• Crenshaw, K. W. (1993). Mapping the margins: Intersectionality, identity politics, and violence against women of color. In Stanford Law Review, 43, 1241–1299.

• Block, D., & Corona, V. (2016). Intersectionality in language and identity research. In The Routledge handbook of language and identity(pp. 533-548). Routledge.
• Block, D., & Corona, V. (2014). Exploring class-based intersectionality. Language, Culture and Curriculum, 27(1), 27-42.
• McHugh, M. C. (2018). Feminist Qualitative Research: Working toward Transforming Science and Social Justice. In P. Leavy (ed.) The Oxford Handbook of Qualitative Research (2nd edn), (pp. 1-51). DOI: 10.1093/oxfordhb/9780190847388.013.16
• Motha, S., & Lin, A. (2013). Non-coercive rearrangements: Theorizing desire. TESOL Quarterly, 48, 331–359. doi: 1002/tesq.126
• Maddamsetti, J. (2020). Intersectional identities and teaching practice in an elementary general classroom: A case study of a plurilingual teacher candidate. Journal of Language, Identity & Education, 19(5), 342-358.

WEEK 6 – May 7^th

Autoethnography, Narrative Inquiry and Narrative Analysis
Required Readings:

• Adams, T. E., Ellis, C., & Jones, S. H. (2017). Autoethnography. The international encyclopedia of communication research methods, 1-11.
• Liu, W. (2020). Language Teaching Methodology as a Lived Experience: An Autoethnography from China. RELC Journal, 0033688220920371.
• Barkhuzien (2015). Narrative Inquiry. (Chapter 10, RMAL)
• Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28, 289-322.
• Peercy, M. M., Sharkey, J., Baecher, L., Motha, S., & Varghese, M. (2019). Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry. TESOL Journal, 10 (4), e482.

Recommended Readings on Narrative-based research:

• Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207-213.
• Johnson, K. & Golombek, P. R. (2011). The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3),486-509.
• Higgins, C. & Sandhu, P. (2015) Researching identity through narrative approaches. In Bigelow and J. Enser-Kananen (Eds.) The Routledge Handbook of Educational Linguistics (pp. 50-61). London and New York: Routledge.
• Liu, Y., & Xu, Y. (2013). The trajectory of learning in a teacher community of practice: A narrative inquiry of a language teacher’s identity in the workplace. Research Papers in Education, 28(2), 176-195.
• Benson, P. (2014). Narrative inquiry in applied linguistics research. Annual Review of Applied Linguistics, 34, 154-170.
• Mishler, E. G. (2006). Narrative and identity: The double arrow of time. In A. de Fina, Schiffrin, D. and M. Bamberg (Eds.) Discourse and identity, (pp. 30-47). Cambridge, UK: Cambridge University Press.
• Karam, F. J., Oikonomidoy, E., & Kibler, A. K. (2021). Artifactual literacies and TESOL: Narratives of a Syrian refugee‐background family. TESOL Quarterly, 55(2), 510-535.

Recommended Readings on Autoethnography:

• Canagarajah, A. S. (2012). Teacher development in a global profession: An   Tesol Quarterly, 46(2), 258-279.
• Stacy Holman Jones, Tony E Adams, & Carolyn Ellis. (2016). Handbook of Autoethnography. Taylor and Francis.
• Mirhosseini, S. A. (2018). An invitation to the less‐treaded path of autoethnography in TESOL research. TESOL Journal, 9(1), 76-92.
• Richards, R. (2016). Subject to interpretation: Autoethnography and the ethics of writing about the embodied self. In Academic Autoethnographies(pp. 163-174). Brill Sense.
• Yazan, B. (2019). Toward identity‐oriented teacher education: Critical autoethnographic narrative. TESOL Journal, 10(1), e00388.
• Miri, M. A. (2019). The impact of the English language in Afghanistan: An autoethnography. International Journal of TESOL and Learning, 8(1), 1-14.
• Jee, Y. (2016). Critical perspectives of world Englishes on EFL teachers’ identity and employment in Korea: an autoethnography. Multicultural Education Review, 8(4), 240-252.
• Yazan, B., Canagarajah, S., & Jain, R. (2021). Autoethnography as Research in ELT: Methodological Challenges and Affordances in the Exploration of Transnational Identities, Pedagogies, and Practices. In Yazan, B., Canagarajah, S., & Jain, R. (eds.)  Autoethnographies in ELT: Transnational Identities, Pedagogies, and Practices, (pp. 1-19). New York and Oxon: Routledge
• Sarie, R. F., Pratolo, B. W., & Purwanti, E. (2020). Identity Formation: An Auto-Ethnography of Indonesian Student Becomes a Legitimate Speaker and Teacher of English. International Journal of Evaluation and Research in Education, 9(3), 691-696.
• Liu, Q. (2022). Using Autoethnography to Engage in Critical Inquiry in TESOL: A Tool for Teacher Learning and Reflection. In TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy(pp. 247-261). IGI Global.

WEEK 7 – May 14^th

Action Research and Research Proposal Workshop

Required Readings:

• Banegas, D. L., & Consoli, S. (2020). Action research in language education. The Routledge handbook of research methods in applied linguistics, 176-187.
• Rose, H. (2019). Dismantling the Ivory Tower in TESOL: A renewed Call for teaching informed research. TESOL Quarterly, 53(3), 895-905.
• Banegas, D. L. (2019). Language curriculum transformation and motivation through action research. The Curriculum Journal, 30(4), 422-440. 
• Paltridge, B. and Phakiti, A. (2015). Developing a Research Proposal. (Chapter 15, RMAL)

Recommended Readings:

• Burns, A. (2015). Action Research. (Chapter 11, RMAL)
• McNiff, J. (2013). Action research: Principles and practice. Routledge.
• Calvert, M., & Sheen, Y. (2015). Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226 –244.
• Banegas, D., Pavese, A., Velázquez, A., & Vélez, S. M. (2013). Teacher professional development through collaborative action research: Impact on foreign English-language teaching and learning. Educational Action Research, 21(2), 185-201.
• Murphey, T., & Falout, J. (2010). Critical participatory looping: Dialogic member checking with whole classes. TESOL Quarterly, 44(4), 811-821.
• Roulston, K and Shelton, A. (2015). Reconceptualizing Bias in Teaching Qualitative Research Methods. Qualitative Inquiry, 21(4) 332– 342.

WEEK 8 – May 21^st

Interview-Based Research including Focus Group Interviews

Required Readings:

• Holstein, J. A. and J. F. Gubrium. (2004). The active interview. In D. Silverman (Ed.): Qualitative Research: Theory, Method, and Practice, 2^nd(pp. 140-61). London: Sage.
• Talmy, S. (2010). Qualitative interviews in applied linguistics: From research instrument to social practice. Annual Review of Applied Linguistics30: 128–48.
• Aiello, J., & Nero, S. J. (2019). Discursive dances: Narratives of insider/outsider researcher tensions. Journal of Language, Identity & Education, 18(4), 251-265.
• Lobe, B. (2017). Best practices for synchronous online focus groups. In A new era in focus group research : Challenges, innovation and practice (pp. 227-249). London, United Kingdom: Palgrave Macmillan. (Note: The book where this chapter is published is available as an e-book in UW Libraries)

Recommended Readings for Interview-Based Research:

• Briggs, C. (1999). Interview. Journal of Linguistic Anthropology 9(1-2): 137-140.
• Briggs, C. (2007). ‘Anthropology, interviewing, and communicability in contemporary society,’ Current Anthropology, 48: 551–67.
• Talmy, S. & Richards, K. (2011). Theorizing qualitative research interviews in applied linguistics. Applied Linguistics, 32 (1), 1–5.
• King, K. A. and De Fina, A. (2010). Language Policy and Latina immigrants: An analysis of personal experience and identity in interview talk. Applied Linguistics, 31 (5), 651–670.
• Sandhu, P. (2015). Resisting linguistic marginalization in professional spaces: Constructing multi-layered oppositional stances. Applied Linguistics Review, 6(3), 369-391.

Recommended Readings for Focus Group-Based Research:

• Acocella, I. (2012). The focus groups in social research: advantages and disadvantages. Quality & Quantity, 46(4), 1125-1136.
• Ho, D. G. (2006). The focus group interview: Rising to the challenge in qualitative research methodology. Australian Review of Applied Linguistics, 29(1), 5.1-5.19.
• Farrell, T. S. (2015). Reflecting on teacher–student relations in TESOL. ELT Journal, 69(1), 26-34.
• Barbour, R., & Morgan, David L. (2017). A new era in focus group research : Challenges, innovation and practice. London, United Kingdom: Palgrave Macmillan.
• Cyr, J. (2016). The pitfalls and promise of focus groups as a data collection method. Sociological methods & research, 45(2), 231-259.
• Wilkinson, S. (1999). Focus groups: A feminist method. Psychology of women quarterly, 23(2), 221-244.
• Munday, J. (2014). The practice of feminist focus groups. Feminist research practice: A primer, 233-263.
• Edley, N., & Litosseliti, L. (2010). Contemplating interviews and focus groups. Research methods in linguistics, 155, 179.
• Liamputtong, P. (2011). Focus group methodology: Principle and practice. Sage Publications.
• Stewart, D. W., & Shamdasani, P. N. (2014). Focus groups: Theory and practice(Vol. 20). Sage publications.
• Krueger, R. A. (2014). Focus groups: A practical guide for applied research. Sage publications.
• Prior, M. T. (2018). Interviews and focus groups. In The Palgrave handbook of applied linguistics research methodology(pp. 225-248). Palgrave Macmillan, London.

WEEK 9 – May 28^th

Data Analysis Workshop

• Post your data document to the Class Discussion Board for Week 9 prior to class.

WEEK 10 – June 4^th

Research Presentations

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CODE OF ACADEMIC INTEGRITY

Students are expected to conform to the university’s Code of Academic Integrity, the full text of which is available at: http://depts.washington.edu/grading/issue1/honesty.htm

Using a writer’s words without proper citation, borrowing, plagiarism, cheating, or submitting the same work to different classes all constitute academic misconduct. Any act of academic dishonesty will be reported immediately to the Dean’s Representative for Academic Misconduct.

DOCUMENTED DISABILITIES

If you have a documented disability, please discuss with me any academic accommodation I can provide, if possible, during the first week of class. Students requesting accommodation are also encouraged to contact Disability Support Services (DSS) at 206-543-6450. DSS will assist in identification and implementation of appropriate academic accommodations.

RELIGIOUS OBSERVANCES

No student will be penalized because of observances of their religious beliefs. Please inform me in advance of any intended absences and you will be given an opportunity, whenever feasible, to make up within a reasonable time for any academic assignment that is missed due to individual participation in religious observances.

UW SAFE CAMPUS

• Always call 911 if you or others may be in danger.
• Call 206-685-SAFE (7233) to report non-urgent threats of violence and for referrals to UW counseling and/or safety resources. TTY or VP callers, please call through your preferred relay service.
• Campus safety guards can walk with you on campus after dark. Call Husky NightWalk 206-685-WALK (9255).
• Stay connected in an emergency with UW Alert. Register your mobile number to receive instant notification of campus emergencies via text and voice messaging. Sign up online at www.washington.edu/alert
• For more information visit the SafeCampus website at www.washington.edu/safecampus

OTHER SOURCES OF HELP

If you experience psychological problems that challenge your life as a student, please contact: Hall Health at 206-583-1551 during business hours or 206-731-2500 after hours, or at: http://depts.washington.edu/hhpccweb

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