What is research and who is it for?

The fundamental role of research in linguistics

EAL Journal

In the last of our mini-series of research blogs, Victoria Murphy asks what counts as research and whether everything that teachers are presented with should be given equal weight.


Victoria Murphy

Research comes in many forms, from reading reports of previous studies to carrying out randomised control trials (RCTs), and everything in between. There’s often an implicit hierarchy at work, and we are told that only large scale studies are more reliable, for example, or that only action research can capture the truth of teachers’ everyday experiences. The truth, though, is that the quality of the research cannot be determined simply by identifying the nature of it. For example, a systematic review (which takes a well-defined, systematic approach to reviewing the research literature to address a particular research question) is very different from, for example, a study where teachers are interviewed to determine their thoughts, opinions, and beliefs about a specific issue…

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André Hedlund

André Hedlund is a Chevening Scholar from Brazil, MSc in Psychology of Education from the University of Bristol in the UK, and a pedagogical consultant for National Geographic Learning. He has been an EFL teacher for over 15 years and has worked both as an academic coordinator and a CamLa (Cambridge and Michigan Language Assessments) examiner at a Brazilian Binational Center. Currently, he is the president of an ONG called Partners of the Americas Goiás and the representative of the Brazilian TESOL's Mind, Brain, and Education Special Interest Group in the Midwest.

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