Improving the Research-Practice Interface in Additional Language Teaching Research: A Systematic Evaluation of Pedagogical Implications

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Language Education in Higher Education: Research Across Educational Settings (Table 11)

Abstract

The present study systematically analyzed the pedagogical implications in 118 empirical studies published in a leading applied linguistics journal from 2008 to 2020. Specifically, we evaluated the quantity (i.e., number per article), salience (i.e., ease with which PIs could be found), and quality (i.e., level of informativeness for practitioners) of each PI (N = 200) across 118 studies. We developed scales on which we double-coded all PIs (avg. IRR=0.88) and found extreme variability in the findability and usefulness of PIs, with no improvement over time and no difference between research paradigms. Accordingly, we argue that research stakeholders (including editors, reviewers) must systematically improve PIs in research articles to achieve PIs intention of bridging research with practice.

Author

• Matt Coss, Michigan State University