Latest Posts
Doing action research in English language teaching (part 3 of 3)
This is the third of 3 blog posts summarizing a book by Prof. Ann Burns on Action Research (AR) in language teaching. In my previous posts, I summarized the first and second parts of the book, on what action research is and how to design an AR study. In this post, I provide a summary…
Doing action research in English language teaching (part 2 of 3)
This is the second of 3 blog posts summarizing a book by Prof. Ann Burns on Action Research (AR) in language teaching. In my previous post, I summarized the first part of the book, on what action research is. In this post, I provide a summary of the middle of the book, on how to…
Doing action research in English language teaching (part 1 of 3)
This 3-part post summarizes a book by Prof. Ann Burns on Action Research (AR) in language teaching. Like Grounded Theory (GT), action research is a popular qualitative method. In this post, I summarize the first two chapters of the book, on what AR is and how to plan it. In part 2, I will summarize…
Grounded Theory in Applied Linguistics Research: A Practical Guide (part 2 of 2)
This post continues the previous one on the qualitative methodology called Grounded Theory (GT). I summarize the second half of the textbook on GT in applied linguistics by Prof. Gregory Hadley at Niigata University. This half contains a practical guide on how to do GT. It has four parts: (1) setting up your study, (2)…
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This blog has three kinds of posts: (1) Literature summaries of cutting-edge research on translanguaging, broadly defined, (2) Definition posts explaining different terms for multilingual practices (translanguaging, code-switching, stylization, language crossing, polylanguaging, code-meshing, etc.), and (3) My own personal reflections.
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