We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)
Article purchase
Temporarily unavailable
References
Alferink, I., & Marsden, E. (2024). OASIS: One resource to widen the reach of research in language studies. Innovation in Language Learning and Teaching, 17(5), 946–952. doi:10.1080/17501229.2023.2204100CrossRefGoogle Scholar
Bredbenner, K., & Simon, S. M. (2019). Video abstracts and plain language summaries are more effective than graphical abstracts and published abstracts. PLoS One, 14(11), 1–19. doi:10.1371/journal.pone.0224697CrossRefGoogle ScholarPubMed
Coss, M. D., & Hwang, H.-B. (2024). Issues with pedagogical implications in applied linguistics research: A mixed-methods systematic evaluation. Research Methods in Applied Linguistics, 3(1), 1–30. doi:10.1016/j.rmal.2023.100094CrossRefGoogle Scholar
Dao, P., Nguyen, M. X. N. C., & Iwashita, N. (2022). A dialogic approach to fostering TESOL teacher-learners’ research engagement: Insights from a ‘learning-to-research’ procedure. TESOL Quarterly, 56(2), 775–787. doi:10.1002/tesq.3127CrossRefGoogle Scholar
Dudley, A., & Marsden, E. (2024). The lexical content of high-stakes national exams in French, German, and Spanish in England. Foreign Language Annals. doi:10.1111/flan.12751CrossRefGoogle Scholar
Finlayson, N., & Marsden, E. (2022). Assessing depth of word knowledge of beginner learners of French, German, and Spanish aged 11-14 in England. In Chong, S. W., & Reinders, H. (Eds.), Learner-centred approaches to language assessment (pp. 137–161). Palgrave Macmillan.Google Scholar
Finlayson, N., Marsden, E., & Hawkes, R. (under review). New word lists for beginner to low-intermediate proficiency learners of French, German, and Spanish aged 11–16.Google Scholar
Hall, G. (2023). Teachers’ engagement with published research: How do teachers who read research navigate the field, what do they read, and why?British Council. doi:10.57884/B04W-E417Google Scholar
Hwang, H.-B. (2023). Is evidence-based L2 pedagogy achievable? The research–practice dialogue in grammar instruction. Modern Language Journal, 107(3), 734–755. doi:10.1111/modl.12864CrossRefGoogle Scholar
Levin, B. (2013). To know is not enough: Research knowledge and its use. Review of Education, 1(1), 2–31. doi:10.1002/rev3.3001CrossRefGoogle Scholar
Marsden, E., Dudley, A., & Hawkes, R. (2023). Use of word lists in a high-stakes, low-exposure context: Topic-driven or frequency-informed. Modern Language Journal, 107(3), 669–692. doi:10.1111/modl.12866CrossRefGoogle Scholar
Marsden, E., & Hawkes, R. (2023). Situating practice in a limited exposure, foreign languages school curriculum. In Suzuki, Y. (Ed.), Practice and automatization in L2 research (pp. 89–118). Routledge.CrossRefGoogle Scholar
Marsden, E., & Kasprowicz, R. (2017). Foreign language educators’ exposure to research: Reported experiences, exposure via citations, and a proposal for action. Modern Language Journal, 101(4), 613–642. doi:10.1111/modl.12426CrossRefGoogle Scholar
McKinley, J. (2019). Evolving the TESOL teaching–research nexus. TESOL Quarterly, 53(3), 875–884. doi:10.1002/tesq.509CrossRefGoogle Scholar
McKinley, J. (2022). Supporting the teaching-research nexus: From practice to research and back. The Language Teacher, 46(5), 5–9.Google Scholar
Medgyes, P. (2017). The (ir)relevance of academic research for the language teacher. ELT Journal, 71(4), 491–498. doi:10.1093/elt/ccx034CrossRefGoogle Scholar
Nguyen, M. X. N. C., Dao, P., & Iwashita, N. (2022). Nurturing teachers’ research mindset in an inquiry-based language teacher education course. Modern Language Journal, 106(3), 599–616. doi:10.1111/modl.12795CrossRefGoogle Scholar
Nguyen, M. X. N. C., Dao, P., Iwashita, N., & Spinelli, F. (2023). Teacher learners theorizing from practice: A case of the concept of learner engagement in interactive second language learning tasks. Teaching and Teacher Education, 129, Article 104151. doi:10.1016/j.tate.2023.104151CrossRefGoogle Scholar
Paran, A. (2017). ‘Only connect’: Researchers and teachers in dialogue. ELT Journal, 71(4), 499–508. doi:10.1093/elt/ccx033CrossRefGoogle Scholar
Phung, H., Choe, A., Diez-Ortega, M., Eguchi, M., Holden, D., Mendoza, A., & Nguyen, T. (2020). The multiʻōlelo initiative for language research communication. Second Language Studies, 38(1), 5–17.Google Scholar
Plonsky, L. (2024). Study quality as an intellectual and ethical imperative: A proposed framework. Annual Review of Applied Linguistics. Advance online publication. doi:10.1017/S0267190524000059CrossRefGoogle Scholar
Rose, H. (2019). Dismantling the ivory tower in TESOL: A renewed call for teaching-informed research. TESOL Quarterly, 53(3), 895–905. doi:10.1002/tesq.517CrossRefGoogle Scholar
Sato, M. (2023). Navigating the research-practice relationship: Professional goals and constraints. Language Teaching. Advance online publication. doi:10.1017/S0261444823000423Google Scholar
Sato, M., & Cárcamo, B. (2024). Be(com)ing an educational researcher in the global south (and beyond): A focus on the research-practice relationship. Educational Researcher. Advance online publication. doi:10.3102/0013189X241231548CrossRefGoogle Scholar
Sato, M., & Loewen, S. (Eds.) (2022a). Connecting second language research and practice: Observations and interventions [special issue]. Modern Language Journal, 106(3), 507–654.Google Scholar
Sato, M., & Loewen, S. (2022b). The research–practice dialogue in second language learning and teaching: Past, present, and future. Modern Language Journal, 106(3), 509–527. doi:10.1111/modl.12791CrossRefGoogle Scholar
Sato, M., Loewen, S., & Pastushenkov, D. (2022). ‘Who is my research for?’: Researcher perceptions of the research–practice relationship. Applied Linguistics, 43(4), 625–652. doi:10.1093/applin/amab079CrossRefGoogle Scholar
Shepperd, L., Marsden, E., & Alferink, I. (2023). OASIS potential impact on journal article engagement: Report for journal editors and publishers. OASIS. https://osf.io/nck38Google Scholar
Stokes, D. E. (2011). Pasteur's quadrant: Basic science and technological innovation. Brookings Institution Press.Google Scholar
Yuan, R., Lee, I., De Costa, P. I., Yang, M., & Liu, S. (2022). TESOL teacher educators in higher education: A review of studies from 2010 to 2020. Language Teaching, 55(4), 434–469. doi:10.1017/S0261444822000209CrossRefGoogle Scholar