{"product_id":"second-language-research-9781032036632","title":"Second Language Research","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eSecond Language Research: Methodology and Design\u003c\/em\u003e is a clear, comprehensive overview of core issues in L2 research. Authored by well-known scholars in SLA and supported by a wealth of examples from actual studies and extensive pedagogical resources, this book first introduces students to the key topics and debates in L2 research. It then guides readers step by step through the research processfrom basic principles and collection methods through study design and reportingto the point of being able to conduct their own research from beginning to end. This book is an essential text for students and novice researchers of SLA, applied linguistics, and second and foreign language teaching. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eKey Features\u003c\/p\u003e\u003cul\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eA wealth of graphics, visuals, and exercises in each chapter.\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eTime to Think and Time to Do boxes within chapters\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eHelpful glossary and subject index\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003c\/ul\u003e\u003cp\u003e \u003c\/p\u003e\u003cul\u003e\u003cp\u003e\u003c\/p\u003e\u003c\/ul\u003e\u003cp\u003eNew to This Edit\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eContents\u003c\/p\u003e\u003cp\u003ePreface\u003c\/p\u003e\u003cp\u003e\u003cb\u003e1.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eIntroduction to Research\u003c\/p\u003e\u003cp\u003e1.1\u003c\/p\u003e\u003cp\u003eResearch Methods\u003c\/p\u003e\u003cp\u003e1.2\u003c\/p\u003e\u003cp\u003eDifferent Types of Research\u003c\/p\u003e\u003cp\u003e1.3\u003c\/p\u003e\u003cp\u003eEthical Practices\u003c\/p\u003e\u003cp\u003e1.3.1\u003c\/p\u003e\u003cp\u003eInformed Consent\u003c\/p\u003e\u003cp\u003e1.3.1.1\u003c\/p\u003e\u003cp\u003eSufficient Information\u003c\/p\u003e\u003cp\u003e1.3.1.2\u003c\/p\u003e\u003cp\u003eThe Informed Consent Document\u003c\/p\u003e\u003cp\u003e1.3.1.3\u003c\/p\u003e\u003cp\u003eParticipant Comprehension in Informed Consent\u003c\/p\u003e\u003cp\u003e1.3.1.4\u003c\/p\u003e\u003cp\u003eThe Language of Informed Consent\u003c\/p\u003e\u003cp\u003e1.3.1.5\u003c\/p\u003e\u003cp\u003eVoluntary Participation and Informed Consent\u003c\/p\u003e\u003cp\u003e1.3.2\u003c\/p\u003e\u003cp\u003eChild Second Language Learners\u003c\/p\u003e\u003cp\u003e1.3.3\u003c\/p\u003e\u003cp\u003eIssues Involved in Collecting Data Online\u003c\/p\u003e\u003cp\u003e1.3.4\u003c\/p\u003e\u003cp\u003eWEIRD Populations\u003c\/p\u003e\u003cp\u003e1.3.5\u003c\/p\u003e\u003cp\u003eReporting and Anonymity\u003c\/p\u003e\u003cp\u003e1.4\u003c\/p\u003e\u003cp\u003eInstitutional Review of Human Participants Research, Compliance, and Problem-Solving\u003c\/p\u003e\u003cp\u003e1.4.1\u003c\/p\u003e\u003cp\u003ePurpose of Reviews and IRB Responsibilities\u003c\/p\u003e\u003cp\u003e1.4.2\u003c\/p\u003e\u003cp\u003eWhy Guidelines to Protect Human Subjects Were Developed\u003c\/p\u003e\u003cp\u003e1.4.3\u003c\/p\u003e\u003cp\u003eDevelopment of Research Codes of Ethics\u003c\/p\u003e\u003cp\u003e1.4.4\u003c\/p\u003e\u003cp\u003ePreparing a Protocol for the IRB\u003c\/p\u003e\u003cp\u003e1.4.5\u003c\/p\u003e\u003cp\u003eGeneral Use of Protocols in Research\u003c\/p\u003e\u003cp\u003e1.5\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePoints to Remember\u003c\/p\u003e\u003cp\u003eMore to Do and More to Think About …\u003c\/p\u003e\u003cp\u003eSample Responses: Time to Think \u0026amp; Time to Do\u003c\/p\u003e\u003cp\u003eSample Responses: More to Do and More to Think About…\u003c\/p\u003e\u003cp\u003e2.\u003c\/p\u003e\u003cp\u003eResearch Reporting, Research Questions, and Replication\u003c\/p\u003e\u003cp\u003e2.1\u003c\/p\u003e\u003cp\u003eWhat Does a Research Report Look Like?\u003c\/p\u003e\u003cp\u003e2.1.1\u003c\/p\u003e\u003cp\u003eQuantitative Reporting\u003c\/p\u003e\u003cp\u003e2.1.1.1\u003c\/p\u003e\u003cp\u003eTitle Page\u003c\/p\u003e\u003cp\u003e2.1.1.2\u003c\/p\u003e\u003cp\u003eAbstract\u003c\/p\u003e\u003cp\u003e2.1.1.3\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003e2.1.1.4\u003c\/p\u003e\u003cp\u003eHistorical Overview\u003c\/p\u003e\u003cp\u003e2.1.1.5\u003c\/p\u003e\u003cp\u003eMajor Players in this Research Area, Including Questions, Past Findings, and Controversies\u003c\/p\u003e\u003cp\u003e2.1.1.6\u003c\/p\u003e\u003cp\u003eGeneral Goal of the Paper\u003c\/p\u003e\u003cp\u003e2.1.1.7\u003c\/p\u003e\u003cp\u003eResearch Questions\/Hypotheses\u003c\/p\u003e\u003cp\u003e2.1.1.8\u003c\/p\u003e\u003cp\u003eMethods Section\u003c\/p\u003e\u003cp\u003e2.1.1.9\u003c\/p\u003e\u003cp\u003eParticipants\u003c\/p\u003e\u003cp\u003e2.1.1.10\u003c\/p\u003e\u003cp\u003eMaterials\u003c\/p\u003e\u003cp\u003e2.1.1.11\u003c\/p\u003e\u003cp\u003eProcedures\u003c\/p\u003e\u003cp\u003e2.1.1.12\u003c\/p\u003e\u003cp\u003eAnalysis\u003c\/p\u003e\u003cp\u003e2.1.1.13\u003c\/p\u003e\u003cp\u003eResults\u003c\/p\u003e\u003cp\u003e2.1.1.14\u003c\/p\u003e\u003cp\u003eDiscussion\/Conclusion\u003c\/p\u003e\u003cp\u003e2.1.1.15\u003c\/p\u003e\u003cp\u003eNotes\u003c\/p\u003e\u003cp\u003e2.1.1.16\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003e2.1.1.17\u003c\/p\u003e\u003cp\u003eAppendices\u003c\/p\u003e\u003cp\u003e2.1.2\u003c\/p\u003e\u003cp\u003eQualitative Reporting\u003c\/p\u003e\u003cp\u003e2.1.3\u003c\/p\u003e\u003cp\u003eMixed-Method Reporting\u003c\/p\u003e\u003cp\u003e2.2\u003c\/p\u003e\u003cp\u003eIdentifying Research Questions\u003c\/p\u003e\u003cp\u003e2.2.1\u003c\/p\u003e\u003cp\u003eFeasibility\u003c\/p\u003e\u003cp\u003e2.2.2\u003c\/p\u003e\u003cp\u003eResearch Questions and Hypotheses\u003c\/p\u003e\u003cp\u003e2.3\u003c\/p\u003e\u003cp\u003eReplication\u003c\/p\u003e\u003cp\u003e2.4\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePoints to Remember\u003c\/p\u003e\u003cp\u003eMore to Do and More to Think About …\u003c\/p\u003e\u003cp\u003eSample Responses: Time to Think \u0026amp; Time to Do\u003c\/p\u003e\u003cp\u003eSample Responses: More to Do and More to Think About…\u003c\/p\u003e\u003cp\u003e3.\u003c\/p\u003e\u003cp\u003eCommon Data Collection Measures\u003c\/p\u003e\u003cp\u003e3.1\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003e3.2\u003c\/p\u003e\u003cp\u003eThe Significance of Data Collection Measures\u003c\/p\u003e\u003cp\u003e3.3\u003c\/p\u003e\u003cp\u003eResearching Formal Models of Language\u003c\/p\u003e\u003cp\u003e3.3.1\u003c\/p\u003e\u003cp\u003eAcceptability Judgments\u003c\/p\u003e\u003cp\u003e3.3.1.1\u003c\/p\u003e\u003cp\u003eMaterials\u003c\/p\u003e\u003cp\u003e3.3.1.2\u003c\/p\u003e\u003cp\u003eProcedures\u003c\/p\u003e\u003cp\u003e\u003ci\u003e3.3.2\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003eGradient Judgments: Magnitude Estimation\u003c\/p\u003e\u003cp\u003e3.3.3\u003c\/p\u003e\u003cp\u003eElicited Imitation\u003c\/p\u003e\u003cp\u003e3.3.4\u003c\/p\u003e\u003cp\u003eInterpretation Tasks\u003c\/p\u003e\u003cp\u003e3.4\u003c\/p\u003e\u003cp\u003ePsycholinguistics-Based Research\u003c\/p\u003e\u003cp\u003e3.4.1\u003c\/p\u003e\u003cp\u003eSentence Interpretation\u003c\/p\u003e\u003cp\u003e3.4.2\u003c\/p\u003e\u003cp\u003eReaction Time\u003c\/p\u003e\u003cp\u003e3.4.3\u003c\/p\u003e\u003cp\u003eSelf-Paced Reading\u003c\/p\u003e\u003cp\u003e3.4.4\u003c\/p\u003e\u003cp\u003eEye-Tracking\u003c\/p\u003e\u003cp\u003e3.4.5\u003c\/p\u003e\u003cp\u003eNeurolinguistic Elicitation\u003c\/p\u003e\u003cp\u003e3.5\u003c\/p\u003e\u003cp\u003eInteraction-Based Research\u003c\/p\u003e\u003cp\u003e3.5.1\u003c\/p\u003e\u003cp\u003ePicture Description Tasks\u003c\/p\u003e\u003cp\u003e3.5.2\u003c\/p\u003e\u003cp\u003eSpot the Difference\u003c\/p\u003e\u003cp\u003e3.5.3\u003c\/p\u003e\u003cp\u003eJigsaw Tasks\u003c\/p\u003e\u003cp\u003e3.5.4\u003c\/p\u003e\u003cp\u003eConsensus Tasks\u003c\/p\u003e\u003cp\u003e3.5.5\u003c\/p\u003e\u003cp\u003eConsciousness-Raising Tasks\u003c\/p\u003e\u003cp\u003e3.5.6\u003c\/p\u003e\u003cp\u003eComputer-Mediated Research\u003c\/p\u003e\u003cp\u003e3.6\u003c\/p\u003e\u003cp\u003eStrategies and Cognitive Processes\u003c\/p\u003e\u003cp\u003e3.6.1\u003c\/p\u003e\u003cp\u003eObservations\u003c\/p\u003e\u003cp\u003e3.6.2\u003c\/p\u003e\u003cp\u003eIntrospective Measures\u003c\/p\u003e\u003cp\u003e3.6.2.1\u003c\/p\u003e\u003cp\u003eStimulated Recall\u003c\/p\u003e\u003cp\u003e3.6.2.2\u003c\/p\u003e\u003cp\u003eThink-Alouds or On-Line Tasks\u003c\/p\u003e\u003cp\u003e3.6.2.3\u003c\/p\u003e\u003cp\u003eImmediate Recalls\u003c\/p\u003e\u003cp\u003e3.7\u003c\/p\u003e\u003cp\u003eSociolinguistic\/Pragmatics-Based Research\u003c\/p\u003e\u003cp\u003e3.7.1\u003c\/p\u003e\u003cp\u003eNaturalistic Settings\u003c\/p\u003e\u003cp\u003e3.7.2\u003c\/p\u003e\u003cp\u003eElicited Narratives\u003c\/p\u003e\u003cp\u003e3.7.2.1\u003c\/p\u003e\u003cp\u003eSilent Film\u003c\/p\u003e\u003cp\u003e3.7.2.2\u003c\/p\u003e\u003cp\u003eFilm Strips with Minimal Sound\u003c\/p\u003e\u003cp\u003e3.7.2.3\u003c\/p\u003e\u003cp\u003ePicture Tasks\u003c\/p\u003e\u003cp\u003e3.7.2.4\u003c\/p\u003e\u003cp\u003eNarrative Inquiry\u003c\/p\u003e\u003cp\u003e3.7.3\u003c\/p\u003e\u003cp\u003eDiscourse Completion Test (DCT)\u003c\/p\u003e\u003cp\u003e3.7.4\u003c\/p\u003e\u003cp\u003eRole Plays\u003c\/p\u003e\u003cp\u003e3.7.5\u003c\/p\u003e\u003cp\u003eVideo Playback for Interpretation\u003c\/p\u003e\u003cp\u003e3.8\u003c\/p\u003e\u003cp\u003eQuestionnaires and Surveys\u003c\/p\u003e\u003cp\u003e3.9\u003c\/p\u003e\u003cp\u003eExisting Databases\u003c\/p\u003e\u003cp\u003e3.10\u003c\/p\u003e\u003cp\u003ePilot Testing\u003c\/p\u003e\u003cp\u003e3.11\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePoints to Remember\u003c\/p\u003e\u003cp\u003eMore to Do and More to Think About …\u003c\/p\u003e\u003cp\u003eNotes\u003c\/p\u003e\u003cp\u003eSample Responses: Time to Think \u0026amp; Time to Do\u003c\/p\u003e\u003cp\u003eSample Responses: More to Do and More to Think About…\u003c\/p\u003e\u003cp\u003e4.\u003c\/p\u003e\u003cp\u003eCoding\u003c\/p\u003e\u003cp\u003e4.1\u003c\/p\u003e\u003cp\u003ePreparing Data for Coding\u003c\/p\u003e\u003cp\u003e4.1.1\u003c\/p\u003e\u003cp\u003eTranscribing Oral Data\u003c\/p\u003e\u003cp\u003e4.1.1.1\u003c\/p\u003e\u003cp\u003eTranscription Conventions\u003c\/p\u003e\u003cp\u003e4.1.1.2\u003c\/p\u003e\u003cp\u003eTechnology and Transcription\u003c\/p\u003e\u003cp\u003e4.2\u003c\/p\u003e\u003cp\u003eData Coding\u003c\/p\u003e\u003cp\u003e4.2.1\u003c\/p\u003e\u003cp\u003eScales of Measurement\u003c\/p\u003e\u003cp\u003e4.2.2\u003c\/p\u003e\u003cp\u003eCoding Nominal Data\u003c\/p\u003e\u003cp\u003e4.2.3\u003c\/p\u003e\u003cp\u003eCoding Ordinal Data\u003c\/p\u003e\u003cp\u003e4.2.4\u003c\/p\u003e\u003cp\u003eCoding Interval Data\u003c\/p\u003e\u003cp\u003e4.3\u003c\/p\u003e\u003cp\u003eCoding Systems\u003c\/p\u003e\u003cp\u003e4.3.1\u003c\/p\u003e\u003cp\u003eCommon Coding Systems and Categories\u003c\/p\u003e\u003cp\u003e4.3.1.1\u003c\/p\u003e\u003cp\u003eT-Units\u003c\/p\u003e\u003cp\u003e4.3.1.2\u003c\/p\u003e\u003cp\u003eSuppliance in Obligatory Contexts (SOC)\u003c\/p\u003e\u003cp\u003e4.3.1.3\u003c\/p\u003e\u003cp\u003eComplexity, Accuracy, and Fluency (CAF)\u003c\/p\u003e\u003cp\u003e4.3.1.4\u003c\/p\u003e\u003cp\u003eQualitative Coding Categories\u003c\/p\u003e\u003cp\u003e4.3.2\u003c\/p\u003e\u003cp\u003eCustom-Made Coding Systems\u003c\/p\u003e\u003cp\u003e4.3.2.1\u003c\/p\u003e\u003cp\u003eQuestion Formation\u003c\/p\u003e\u003cp\u003e4.3.2.2\u003c\/p\u003e\u003cp\u003eCorrective Feedback\u003c\/p\u003e\u003cp\u003e4.3.2.3\u003c\/p\u003e\u003cp\u003eClassroom Interaction\u003c\/p\u003e\u003cp\u003e4.3.2.4\u003c\/p\u003e\u003cp\u003eSecond Language Writing Research\u003c\/p\u003e\u003cp\u003e4.3.3\u003c\/p\u003e\u003cp\u003eCoding Interpretive and Qualitative Data\u003c\/p\u003e\u003cp\u003e4.4\u003c\/p\u003e\u003cp\u003eInter-Rater Reliability\u003c\/p\u003e\u003cp\u003e4.4.1\u003c\/p\u003e\u003cp\u003eCalculating Inter-Rater Reliability\u003c\/p\u003e\u003cp\u003e4.4.1.1\u003c\/p\u003e\u003cp\u003eSimple Percentage Agreement\u003c\/p\u003e\u003cp\u003e4.4.1.2\u003c\/p\u003e\u003cp\u003eCohen's Kappa\u003c\/p\u003e\u003cp\u003e4.4.1.3\u003c\/p\u003e\u003cp\u003eAdditional Measures of Reliability\u003c\/p\u003e\u003cp\u003e4.4.1.4\u003c\/p\u003e\u003cp\u003eGood Practice Guidelines for Inter-Rater Reliability\u003c\/p\u003e\u003cp\u003e4.4.1.5\u003c\/p\u003e\u003cp\u003eHow Data Are Selected for Inter-Rater Reliability Tests\u003c\/p\u003e\u003cp\u003e4.4.1.6\u003c\/p\u003e\u003cp\u003eWhen to Carry out Coding Reliability Checks\u003c\/p\u003e\u003cp\u003e4.5\u003c\/p\u003e\u003cp\u003eThe Mechanics of Coding\u003c\/p\u003e\u003cp\u003e4.5.1\u003c\/p\u003e\u003cp\u003eHow Much to Code?\u003c\/p\u003e\u003cp\u003e4.5.2\u003c\/p\u003e\u003cp\u003eWhen to Make Coding Decisions\u003c\/p\u003e\u003cp\u003e4.6\u003c\/p\u003e\u003cp\u003eSoftware for Coding\u003c\/p\u003e\u003cp\u003e4.7\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePoints to Remember\u003c\/p\u003e\u003cp\u003eMore to Do and More to Think About …\u003c\/p\u003e\u003cp\u003eSample Responses: Time to Think \u0026amp; Time to Do\u003c\/p\u003e\u003cp\u003eSample Responses: More to Do and More to Think About…\u003c\/p\u003e\u003cp\u003e5.\u003c\/p\u003e\u003cp\u003eResearch Variables, Validity, and Reliability\u003c\/p\u003e\u003cp\u003e5.1\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003e5.2\u003c\/p\u003e\u003cp\u003eHypotheses\u003c\/p\u003e\u003cp\u003e5.3\u003c\/p\u003e\u003cp\u003eVariable Types\u003c\/p\u003e\u003cp\u003e5.3.1\u003c\/p\u003e\u003cp\u003eIndependent and Dependent Variables\u003c\/p\u003e\u003cp\u003e5.3.2\u003c\/p\u003e\u003cp\u003eModerator Variables\u003c\/p\u003e\u003cp\u003e5.3.3\u003c\/p\u003e\u003cp\u003eIntervening Variables\u003c\/p\u003e\u003cp\u003e5.3.4\u003c\/p\u003e\u003cp\u003eControl Variables\u003c\/p\u003e\u003cp\u003e5.4\u003c\/p\u003e\u003cp\u003eOperationalization\u003c\/p\u003e\u003cp\u003e5.5\u003c\/p\u003e\u003cp\u003eValidity\u003c\/p\u003e\u003cp\u003e5.5.1\u003c\/p\u003e\u003cp\u003eContent Validity\u003c\/p\u003e\u003cp\u003e5.5.2\u003c\/p\u003e\u003cp\u003eFace Validity\u003c\/p\u003e\u003cp\u003e5.5.3\u003c\/p\u003e\u003cp\u003eConstruct Validity\u003c\/p\u003e\u003cp\u003e5.5.4\u003c\/p\u003e\u003cp\u003eCriterion-Related Validity\u003c\/p\u003e\u003cp\u003e5.5.5\u003c\/p\u003e\u003cp\u003ePredictive Validity\u003c\/p\u003e\u003cp\u003e5.5.6\u003c\/p\u003e\u003cp\u003eInternal Validity\u003c\/p\u003e\u003cp\u003e5.5.6.1\u003c\/p\u003e\u003cp\u003eParticipant Characteristics\u003c\/p\u003e\u003cp\u003e5.5.6.2\u003c\/p\u003e\u003cp\u003eLanguage Background\u003c\/p\u003e\u003cp\u003e5.5.6.3\u003c\/p\u003e\u003cp\u003eLanguage Learning Experience\u003c\/p\u003e\u003cp\u003e5.5.6.4\u003c\/p\u003e\u003cp\u003eProficiency Level\u003c\/p\u003e\u003cp\u003e5.5.6.5\u003c\/p\u003e\u003cp\u003eParticipant Attrition\u003c\/p\u003e\u003cp\u003e5.5.6.6\u003c\/p\u003e\u003cp\u003eParticipant Inattention and Attitude\u003c\/p\u003e\u003cp\u003e5.5.6.7\u003c\/p\u003e\u003cp\u003eParticipant Maturation\u003c\/p\u003e\u003cp\u003e5.5.6.8\u003c\/p\u003e\u003cp\u003eData Collection: Location and Collector\u003c\/p\u003e\u003cp\u003e5.5.6.9\u003c\/p\u003e\u003cp\u003eInstrumentation and Test Effect\u003c\/p\u003e\u003cp\u003e5.5.6.10\u003c\/p\u003e\u003cp\u003eEquivalence Between Pre- and Posttests\u003c\/p\u003e\u003cp\u003e5.5.6.11\u003c\/p\u003e\u003cp\u003eGiving the Goal of the Study Away\u003c\/p\u003e\u003cp\u003e5.5.6.12\u003c\/p\u003e\u003cp\u003eInstructions\/Questions\u003c\/p\u003e\u003cp\u003e5.5.7\u003c\/p\u003e\u003cp\u003eExternal Validity\u003c\/p\u003e\u003cp\u003e5.5.7.1\u003c\/p\u003e\u003cp\u003eSampling\u003c\/p\u003e\u003cp\u003e5.5.7.2\u003c\/p\u003e\u003cp\u003eRandom Sampling\u003c\/p\u003e\u003cp\u003e5.5.7.3\u003c\/p\u003e\u003cp\u003eNonrandom Sampling\u003c\/p\u003e\u003cp\u003e5.5.7.4\u003c\/p\u003e\u003cp\u003eRepresentativeness and Generalizability\u003c\/p\u003e\u003cp\u003e5.5.7.5\u003c\/p\u003e\u003cp\u003eCollecting Biodata Information\u003c\/p\u003e\u003cp\u003e5.6\u003c\/p\u003e\u003cp\u003eReliability\u003c\/p\u003e\u003cp\u003e5.6.1\u003c\/p\u003e\u003cp\u003eRater Reliability\u003c\/p\u003e\u003cp\u003e5.6.2\u003c\/p\u003e\u003cp\u003eInstrument Reliability\u003c\/p\u003e\u003cp\u003e5.6.2.1\u003c\/p\u003e\u003cp\u003eTest-Retest\u003c\/p\u003e\u003cp\u003e5.6.2.2\u003c\/p\u003e\u003cp\u003eEquivalence of Forms\u003c\/p\u003e\u003cp\u003e5.6.2.3\u003c\/p\u003e\u003cp\u003eInternal Consistency\u003c\/p\u003e\u003cp\u003e5.7\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePoints to Remember\u003c\/p\u003e\u003cp\u003eMore to Do and More to Think About …\u003c\/p\u003e\u003cp\u003eNotes\u003c\/p\u003e\u003cp\u003eSample Responses: Time to Think \u0026amp; Time to Do\u003c\/p\u003e\u003cp\u003eSample Responses: More to Do and More to Think About…\u003c\/p\u003e\u003cp\u003e6.\u003c\/p\u003e\u003cp\u003eDesigning a Quantitative Study\u003c\/p\u003e\u003cp\u003e6.1\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003e6.2\u003c\/p\u003e\u003cp\u003eResearch Materials\u003c\/p\u003e\u003cp\u003e6.3\u003c\/p\u003e\u003cp\u003eIntact Classes\u003c\/p\u003e\u003cp\u003e6.4\u003c\/p\u003e\u003cp\u003eCounterbalancing\u003c\/p\u003e\u003cp\u003e6.5\u003c\/p\u003e\u003cp\u003eResearch Design Types\u003c\/p\u003e\u003cp\u003e6.5.1\u003c\/p\u003e\u003cp\u003eCorrelational (Associational) Research\u003c\/p\u003e\u003cp\u003e6.5.2\u003c\/p\u003e\u003cp\u003eExperimental and Quasi-Experimental Research\u003c\/p\u003e\u003cp\u003e6.5.2.1\u003c\/p\u003e\u003cp\u003eComparison Group Design\u003c\/p\u003e\u003cp\u003e6.5.2.2\u003c\/p\u003e\u003cp\u003eControl Group Design\u003c\/p\u003e\u003cp\u003e6.5.3\u003c\/p\u003e\u003cp\u003eMeasuring the Effect of Treatment\u003c\/p\u003e\u003cp\u003e6.5.3.1\u003c\/p\u003e\u003cp\u003ePretest\/Posttest Design\u003c\/p\u003e\u003cp\u003e6.5.3.2\u003c\/p\u003e\u003cp\u003ePosttest Only Design\u003c\/p\u003e\u003cp\u003e6.5.4\u003c\/p\u003e\u003cp\u003eRepeated Measures Design\u003c\/p\u003e\u003cp\u003e6.5.5\u003c\/p\u003e\u003cp\u003eFactorial Design\u003c\/p\u003e\u003cp\u003e6.5.6\u003c\/p\u003e\u003cp\u003eTime-Series Design\u003c\/p\u003e\u003cp\u003e6.5.7\u003c\/p\u003e\u003cp\u003eOne-Shot Designs\u003c\/p\u003e\u003cp\u003e6.5.8\u003c\/p\u003e\u003cp\u003eResearch Syntheses and Meta-Analyses\u003c\/p\u003e\u003cp\u003e6.6\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePoints to Remember\u003c\/p\u003e\u003cp\u003eMore to Do and More to Think About …\u003c\/p\u003e\u003cp\u003eNote\u003c\/p\u003e\u003cp\u003eSample Responses: Time to Think \u0026amp; Time to Do\u003c\/p\u003e\u003cp\u003eSample Responses: More to Do and More to Think About…\u003c\/p\u003e\u003cp\u003e7.\u003c\/p\u003e\u003cp\u003eQualitative and Interpretive Research\u003c\/p\u003e\u003cp\u003e7.1\u003c\/p\u003e\u003cp\u003eDefining Qualitative and Interpretive Research\u003c\/p\u003e\u003cp\u003e7.2\u003c\/p\u003e\u003cp\u003eGathering Qualitative and Interpretive Data\u003c\/p\u003e\u003cp\u003e7.2.1\u003c\/p\u003e\u003cp\u003eEthnographies\u003c\/p\u003e\u003cp\u003e7.2.1.1\u003c\/p\u003e\u003cp\u003eAdvantages\u003c\/p\u003e\u003cp\u003e7.2.1.2\u003c\/p\u003e\u003cp\u003eCaveats\u003c\/p\u003e\u003cp\u003e7.2.2\u003c\/p\u003e\u003cp\u003eCase Studies\u003c\/p\u003e\u003cp\u003e7.2.2.1\u003c\/p\u003e\u003cp\u003eAdvantages\u003c\/p\u003e\u003cp\u003e7.2.2.2\u003c\/p\u003e\u003cp\u003eCaveats\u003c\/p\u003e\u003cp\u003e7.2.3\u003c\/p\u003e\u003cp\u003eInterviews\u003c\/p\u003e\u003cp\u003e7.2.3.1\u003c\/p\u003e\u003cp\u003eAdvantages\u003c\/p\u003e\u003cp\u003e7.2.3.2\u003c\/p\u003e\u003cp\u003eCaveats\u003c\/p\u003e\u003cp\u003e7.2.4\u003c\/p\u003e\u003cp\u003eObservations\u003c\/p\u003e\u003cp\u003e7.2.4.1\u003c\/p\u003e\u003cp\u003eAdvantages\u003c\/p\u003e\u003cp\u003e7.2.4.2\u003c\/p\u003e\u003cp\u003eCaveats\u003c\/p\u003e\u003cp\u003e7.2.5\u003c\/p\u003e\u003cp\u003eDiaries\/Journals\u003c\/p\u003e\u003cp\u003e7.2.5.1\u003c\/p\u003e\u003cp\u003eAdvantages\u003c\/p\u003e\u003cp\u003e7.2.5.2\u003c\/p\u003e\u003cp\u003eCaveats\u003c\/p\u003e\u003cp\u003e7.3\u003c\/p\u003e\u003cp\u003eAnalyzing Qualitative Data\u003c\/p\u003e\u003cp\u003e7.3.1\u003c\/p\u003e\u003cp\u003eCredibility, Transferability, Confirmability, and Dependability\u003c\/p\u003e\u003cp\u003e7.3.2\u003c\/p\u003e\u003cp\u003eTriangulation\u003c\/p\u003e\u003cp\u003e7.3.3\u003c\/p\u003e\u003cp\u003eThe Role of Quantification in Qualitative and Interpretive Research\u003c\/p\u003e\u003cp\u003e7.4\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePoints to Remember\u003c\/p\u003e\u003cp\u003eMore to Do and More to Think About …\u003c\/p\u003e\u003cp\u003eNote\u003c\/p\u003e\u003cp\u003eSample Responses: Time to Think \u0026amp; Time to Do\u003c\/p\u003e\u003cp\u003eSample Responses: More to Do and More to Think About…\u003c\/p\u003e\u003cp\u003e8.\u003c\/p\u003e\u003cp\u003eClassroom Research\u003c\/p\u003e\u003cp\u003e8.1\u003c\/p\u003e\u003cp\u003eClassroom Research Contexts\u003c\/p\u003e\u003cp\u003e8.2\u003c\/p\u003e\u003cp\u003eCommon Techniques for Data Collection in Classroom Research\u003c\/p\u003e\u003cp\u003e8.2.1\u003c\/p\u003e\u003cp\u003eObservations\u003c\/p\u003e\u003cp\u003e8.2.1.1\u003c\/p\u003e\u003cp\u003eConducting Classroom Observations\u003c\/p\u003e\u003cp\u003e8.2.1.2\u003c\/p\u003e\u003cp\u003eObservation Procedures and Coding Schemes\u003c\/p\u003e\u003cp\u003e8.2.1.3\u003c\/p\u003e\u003cp\u003eDescription of Observation Schemes\u003c\/p\u003e\u003cp\u003e8.2.1.4\u003c\/p\u003e\u003cp\u003eCaveats to Using or Modifying Existing Observation Schemes\u003c\/p\u003e\u003cp\u003e8.3\u003c\/p\u003e\u003cp\u003eIntrospective Methods in Classroom Research\u003c\/p\u003e\u003cp\u003e8.3.1\u003c\/p\u003e\u003cp\u003eUptake Sheets\u003c\/p\u003e\u003cp\u003e8.3.2\u003c\/p\u003e\u003cp\u003eStimulated Recall\u003c\/p\u003e\u003cp\u003e8.3.3\u003c\/p\u003e\u003cp\u003eDiary Research in Classroom Contexts\u003c\/p\u003e\u003cp\u003e8.4\u003c\/p\u003e\u003cp\u003ePractical Considerations in Classroom Research\u003c\/p\u003e\u003cp\u003e8.4.1\u003c\/p\u003e\u003cp\u003eLogistical Issues to Consider When Carrying out Classroom Research\u003c\/p\u003e\u003cp\u003e8.4.2\u003c\/p\u003e\u003cp\u003eLogistics\u003c\/p\u003e\u003cp\u003e8.4.2.1\u003c\/p\u003e\u003cp\u003eInformed Consent\u003c\/p\u003e\u003cp\u003e8.4.2.2\u003c\/p\u003e\u003cp\u003eDebriefing Participants and Facilitators\u003c\/p\u003e\u003cp\u003e8.4.2.3\u003c\/p\u003e\u003cp\u003eEnsuring Confidentiality and Minimizing Disruption\u003c\/p\u003e\u003cp\u003e8.4.2.4\u003c\/p\u003e\u003cp\u003eData Segmentation and Coding\u003c\/p\u003e\u003cp\u003e8.4.2.5\u003c\/p\u003e\u003cp\u003eConsidering the Instructional Setting\u003c\/p\u003e\u003cp\u003e8.4.2.6\u003c\/p\u003e\u003cp\u003eSummary of Logistics\u003c\/p\u003e\u003cp\u003e8.5\u003c\/p\u003e\u003cp\u003ePurposes and Types of Research Conducted in Classroom Settings\u003c\/p\u003e\u003cp\u003e8.5.1\u003c\/p\u003e\u003cp\u003eThe Relationship between Instruction and Learning in Second Language Classrooms\u003c\/p\u003e\u003cp\u003e8.5.2\u003c\/p\u003e\u003cp\u003eAction Research\u003c\/p\u003e\u003cp\u003e8.5.2.1\u003c\/p\u003e\u003cp\u003eDefinitions\u003c\/p\u003e\u003cp\u003e8.5.2.2\u003c\/p\u003e\u003cp\u003eTheory and Background to Action Research\u003c\/p\u003e\u003cp\u003e8.5.2.3\u003c\/p\u003e\u003cp\u003eAction Research in Practice\u003c\/p\u003e\u003cp\u003e8.5.3\u003c\/p\u003e\u003cp\u003eAptitude-Treatment Interaction\u003c\/p\u003e\u003cp\u003e8.5.4\u003c\/p\u003e\u003cp\u003eGetting Your Footing in the Literature\u003c\/p\u003e\u003cp\u003e8.6\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePoints to Remember\u003c\/p\u003e\u003cp\u003eMore to Do and More to Think About …\u003c\/p\u003e\u003cp\u003eSample Responses: Time to Think \u0026amp; Time to Do\u003c\/p\u003e\u003cp\u003eSample Responses: More to Do and More to Think About…\u003c\/p\u003e\u003cp\u003e9.\u003c\/p\u003e\u003cp\u003eMixed Methods\u003c\/p\u003e\u003cp\u003e9.1\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003e9.2\u003c\/p\u003e\u003cp\u003eWhat Are Mixed Methods?\u003c\/p\u003e\u003cp\u003e9.3\u003c\/p\u003e\u003cp\u003eWhy Use Mixed Methods?\u003c\/p\u003e\u003cp\u003e9.4\u003c\/p\u003e\u003cp\u003eTypes of Mixed-Methods Studies\u003c\/p\u003e\u003cp\u003e9.4.1 Concurrent Mixed-Methods\u003c\/p\u003e\u003cp\u003e9.4.2. Sequential Mixed-Methods\u003c\/p\u003e\u003cp\u003e9.5\u003c\/p\u003e\u003cp\u003eConducting a Mixed-Methods Study\u003c\/p\u003e\u003cp\u003e9.5.1\u003c\/p\u003e\u003cp\u003eDeciding Whether or Not to Conduct a Mixed-Methods Study\u003c\/p\u003e\u003cp\u003e9.5.2\u003c\/p\u003e\u003cp\u003ePlanning Phase\u003c\/p\u003e\u003cp\u003e9.6\u003c\/p\u003e\u003cp\u003eAnalyzing Data from a Mixed-Methods Study\u003c\/p\u003e\u003cp\u003e9.7\u003c\/p\u003e\u003cp\u003eSoftware for Analysis\u003c\/p\u003e\u003cp\u003e9.8\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePoints to Remember\u003c\/p\u003e\u003cp\u003eMore to Do and More to Think About …\u003c\/p\u003e\u003cp\u003eSample Responses: Time to Think \u0026amp; Time to Do\u003c\/p\u003e\u003cp\u003eSample Responses: More to Do and More to Think About…\u003c\/p\u003e\u003cp\u003e10.\u003c\/p\u003e\u003cp\u003eConcluding and Reporting Research\u003c\/p\u003e\u003cp\u003e10.1\u003c\/p\u003e\u003cp\u003eThe Importance of Reporting Research\u003c\/p\u003e\u003cp\u003e10.2\u003c\/p\u003e\u003cp\u003eThe Final Stages in Reporting Quantitative Research\u003c\/p\u003e\u003cp\u003e10.2.1\u003c\/p\u003e\u003cp\u003eThe Discussion\u003c\/p\u003e\u003cp\u003e10.2.2\u003c\/p\u003e\u003cp\u003eLimitations, Future Research, and Conclusion Sections\u003c\/p\u003e\u003cp\u003e10.3\u003c\/p\u003e\u003cp\u003eThe Final Stages in Reporting Qualitative Research\u003c\/p\u003e\u003cp\u003e10.4\u003c\/p\u003e\u003cp\u003eReporting Mixed-Methods Research\u003c\/p\u003e\u003cp\u003e10.5\u003c\/p\u003e\u003cp\u003eChecklist for Completing Reports of Research\u003c\/p\u003e\u003cp\u003e10.5.1\u003c\/p\u003e\u003cp\u003eThe Research Problem and Questions\u003c\/p\u003e\u003cp\u003e10.5.2\u003c\/p\u003e\u003cp\u003eThe Research Hypotheses\u003c\/p\u003e\u003cp\u003e10.5.3\u003c\/p\u003e\u003cp\u003eThe Audience\u003c\/p\u003e\u003cp\u003e10.5.4\u003c\/p\u003e\u003cp\u003eThe Abstract\u003c\/p\u003e\u003cp\u003e10.5.5\u003c\/p\u003e\u003cp\u003eThe Literature Review\u003c\/p\u003e\u003cp\u003e10.5.6\u003c\/p\u003e\u003cp\u003eThe Design of the Study\u003c\/p\u003e\u003cp\u003e10.5.7 \u003c\/p\u003e\u003cp\u003eLogistics\u003c\/p\u003e\u003cp\u003e10.5.8\u003c\/p\u003e\u003cp\u003eParticipants\u003c\/p\u003e\u003cp\u003e10.5.9\u003c\/p\u003e\u003cp\u003eData Gathering\u003c\/p\u003e\u003cp\u003e10.5.10\u003c\/p\u003e\u003cp\u003eData Analysis\u003c\/p\u003e\u003cp\u003e10.5.11\u003c\/p\u003e\u003cp\u003eConclusions\u003c\/p\u003e\u003cp\u003e10.5.12\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003e10.5.13\u003c\/p\u003e\u003cp\u003eFootnotes, Endnotes, Figures, and Tables\u003c\/p\u003e\u003cp\u003e10.5.13.1\u003c\/p\u003e\u003cp\u003eFootnotes and Endnotes\u003c\/p\u003e\u003cp\u003e10.5.13.2\u003c\/p\u003e\u003cp\u003eFigures\u003c\/p\u003e\u003cp\u003e10.5.13.3\u003c\/p\u003e\u003cp\u003eTables\u003c\/p\u003e\u003cp\u003e10.5.14\u003c\/p\u003e\u003cp\u003eAuthor’s Note\/Acknowledgments\u003c\/p\u003e\u003cp\u003e10.5.15\u003c\/p\u003e\u003cp\u003ePost-Research Concerns\u003c\/p\u003e\u003cp\u003e10.5.16\u003c\/p\u003e\u003cp\u003eFinal Touches and Formatting\u003c\/p\u003e\u003cp\u003e10.6\u003c\/p\u003e\u003cp\u003eOpen Science\u003c\/p\u003e\u003cp\u003e10.7\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003ePoints to Remember\u003c\/p\u003e\u003cp\u003eMore to Do and More to Think About …\u003c\/p\u003e\u003cp\u003eSample Responses: Time to Think \u0026amp; Time to Do\u003c\/p\u003e\u003cp\u003eSample Responses: More to Do and More to Think About…\u003c\/p\u003e\u003cp\u003eGlossary\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eSubject Index\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":51018805117271,"sku":"9781032036632","price":35.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781032036632.jpg?v=1750778211","url":"https:\/\/bookcurl.com\/products\/second-language-research-9781032036632","provider":"Book Curl","version":"1.0","type":"link"}