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Description
This study investigates methodological trends in language teaching and learning by comparing international and domestic journals (2015–2024). A total of 1,168 international and 332 domestic articles were categorized as quantitative, qualitative, mixed methods, or others. International journals showed relatively balanced methodological diversity, while domestic journals relied heavily on quantitative approaches. The findings indicate increasing acceptance of qualitative research internationally, but limited diversity in domestic publications, highlighting the need to broaden methodological perspectives.
Abstract section 5: References
Lazaraton, A. (2000). Current trends in research methodology and statistics in applied linguistics. TESOL Quarterly, 34(1), 175–181. http://dx.doi.org/10.2307/3588103
Riazi, A. M., Ghanbar, H., Marefat, H., & Fazel, I. (2023). Review and analysis of empirical articles published in TESOL Quarterly over its lifespan. Studies in Second Language Learning and Teaching, 13(4), 811–841. https://doi.org/10.14746/ssllt.40217
Abstract section 3: Content/method
This study reviewed articles published in three major international journals and three major domestic journals issued by academic societies in Japan from 2015 to 2024. The articles were classified into four categories: quantitative, qualitative, mixed methods, and others. Quantitative studies analyzed data statistically; qualitative studies analyzed data without statistics; and mixed-methods studies used both approaches. Each article was categorized by two people, and the final classification was confirmed.
Abstract section 1: Relevance
Qualitative research is considered an important approach for examining experiences and processes, particularly when exploring complex phenomena in depth. It encompasses diverse approaches and procedures, without a single standardized process, which has led to the publication of numerous methodological guides. In the field of language teaching and learning, qualitative research has been applied to a wide range of topics. A review of research methods indicates that empirical studies were limited in the 1990s but have since become more prevalent than theoretical studies (Lazaraton, 2000). Although quantitative research remains dominant, qualitative research has increased in recent years (Riazi et al., 2023).
Abstract section 4: Outcomes/results
This analysis examined 1,168 articles in international journals and 332 articles in domestic journals. In three international journals (Applied Linguistics, The Modern Language Journal, and TESOL Quarterly), 40% of studies were quantitative, 36% qualitative, 11% mixed methods, and 13% others. Qualitative studies were more common than quantitative studies in TESOL Quarterly, suggesting broader acceptance of diverse paradigms. In contrast, domestic journals (JASELE Journal, JALT Journal, and LET Journal) showed a strong preference for quantitative research: 75% quantitative, 9% qualitative, 12% mixed methods, and 4% others. Overall, domestic research appeared to rely on quantitative approaches and showed less methodological diversity.
Abstract section 2: Contribution/research questions
Previous studies have primarily reviewed international journals to identify trends in research methods. However, studies focusing on several domestic journals in the context of Japan remain limited. Therefore, this study examines both international and domestic journals to explore recent trends in research methods in the field of language teaching and learning. The main objectives are to examine trends in research methods in domestic journals and compare how these trends differ between international and domestic journals.
| Title | Trends in Research Methods in Language Teaching Journals |
|---|---|
| Teaching Context | General |