Research Methods in Language Teaching and Learning

3 Title page Research Methowds in Language Teaching and Learning A Practical Guide Edited by Kenan Dikilitaş and Kate Mastruserio Reynolds

4 Copyright

5 Table of Contents

6 List of Figures

7 List of Tables

8 Notes on Contributors

9 Begin Reading

10 Index

11 End User License Agreement

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Figure 7.1 Map of Safaliba towns

Figure 10.1 Extract from Sert (2017, p. 21)

Figure 10.2 Extract from Sert (2017, p. 19)

Figure 12.1 Item 16 as it appeared to the respondent

Figure 12.2 Item 28 as presented to the respondent

Figure 13.1 Checklist of the basic procedures of conducting a mixed methods study

Figure 14.1 Scatterplots

Figure 15.1 The first PLS-SEM algorithm

Figure 15.2 Outer loading relevance testing. From A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) (2nd.ed.), by J. F. Hair, G. T. M. Hult, C. M. Ringle, and M. Sarstedt, 2017, Washington, DC: Sage Publications. Copyright 2017 by SAGE Publications. Reprinted with permission

Figure 15.3 Measurement model after removing low outer loading indicators

Figure 15.4 Final structural path model

Appendix 15B AMT Criteria Set-up Screen

Appendix 15E Variables, Reliability and Validity

Figure 16.1 Research design submitted in the grant proposal

Figure 16.2 ELLA levels of intervention

Figure 16.3 Time commitment for intervention design

Figure 16.4 Longitudinal foundational findings from ELLA that aided in other major research grants (adapted from Irby et al., 2014)

Figure 18.1 EPPI-Reviewer Flow Diagram

Table 3.1 A sample analysis of qualitative data (from Uztosun, 2013)

Table 3.2 Sources of findings related to developing a theory

Table 3.3 Validity criteria for action research (Burns, 1999, pp. 161–162)

Appendix 6A A Sample of Chaoran’s Approach to Matching Themes Across Data

Table 8.1 Data material

Table 11.1 Research questions and gaps addressed in Candarli et al. (2015)

Table 11.2 Research questions and gaps addressed in Candarli (2020)

Table 11.3 Normalized frequencies of authorial presence markers per 500 words per essay

Table 11.4 Normalized frequencies of discourse organizers and stance expressions per 500 words

Table 12.1 Potential differences of relevance between urban and rural contexts in Indian education

Table 13.1 Three common sub-types of mixed methods design (based on Creswell, 2002)

Table 14.1 CAF measures as dependent variables

Table 15.1 Survey constructs

Table 15.2 Issues to consider

Appendix 15A Literature Review Table

Appendix 15C Advantages and Disadvantages of PLS-SEM

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