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Published online by Cambridge University Press:  19 December 2025

Gary Barkhuizen
Gary Barkhuizen
Affiliation:
University of Auckland
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The Language Teacher Education Casebook , pp. 293 - 299
Publisher: Cambridge University Press
Print publication year: 2026

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References

Primary Sources

Barkhuizen, G. (Ed.) (2019). Qualitative research topics in language teacher education. Routledge.CrossRefGoogle Scholar
Barkhuizen, G., Benson, P., & Chik, A. (2025). Narrative inquiry in language teaching and learning research (2nd ed.). Routledge.Google Scholar
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.Google Scholar
Mackey, A. & Gass, S. M. (2022). Second language research: Methodology and design (2nd ed.). Routledge.Google Scholar
McKinley, J. & Rose, H. (Eds.) (2020). The Routledge handbook of research methods in applied linguistics. Routledge.Google Scholar
Nassaji, H. (2026). Applied linguistics research: A comprehensive guide to methodology, design, analysis, and evaluation. Cambridge University Press.Google Scholar
Paltridge, B. & Phakiti, A. (2015). Research methods in applied linguistics: A practical resource (2nd ed.). Bloomsbury.Google Scholar
Phakiti, A., De Costa, P., Plonsky, L., & Starfield, S. (2018). The Palgrave handbook of applied linguistics research methodology. Palgrave Macmillan.CrossRefGoogle Scholar
Rose, H., McKinley, J., & Briggs Baffoe-Djan, J. (2020). Data collection research methods in applied linguistics. Bloomsbury.Google Scholar
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.CrossRefGoogle Scholar
Ceylan, E. & Comoglu, I. (2024). Action research in initial EFL teacher education: Emerging insights from a CAR project. Educational Action Research, 32(3), 438–453.CrossRefGoogle Scholar
Edwards, E. & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6–15.CrossRefGoogle Scholar
Busch, B. (2021). The body image: Taking an evaluative stance towards semiotic resources. International Journal of Multilingualism, 18(2), 190–205.CrossRefGoogle Scholar
Kasap, S. (2021). The language portraits and multilingualism research. Proceedings of the XI Eurasian Conference on Language & Social Sciences (February 2–3, 2021), Gjakova, Kosovo. https://www.researchgate.net/publication/350515917. (Accessed August 23, 2024.)Google Scholar
Ollerhead, S., Melo-Pfeifer, S., & Chik, A. (2024). Building a virtual transnational space for initial teacher education with Australian and German students. Journal of Multilingual and Multicultural Development, 45(3), 708–724.Google Scholar
Alshehri, E. (2019). Classroom observation for professional development: Views of EFL teachers and observers. Arab World English Journal. Special Issue 1, 57–71.CrossRefGoogle Scholar
O’Leary, M. (2020). Classroom observation: A guide to the effective observation of teaching and learning (2nd ed.). Routledge.CrossRefGoogle Scholar
Spada, N. (2019). Classroom observation research. In Schweiter, J. W. & Benati, A. (Eds.), The Cambridge handbook of language learning (pp. 186–207). Cambridge University Press.CrossRefGoogle Scholar
Briggs Baffoe-Djan, J. & Smith, S.A. (2020). Descriptive statistics in quantitative data analysis. In McKinley, J. & Rose, H. (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 398–414). Routledge.Google Scholar
Koval, N. G. (2024). ‘The effect is/isn’t significant!’: Statistical evidence and ELT. ELT Journal, 78(1), 11–19.CrossRefGoogle Scholar
Woodrow, L. (2014). Writing about quantitative research in applied linguistics. Palgrave Macmillan.CrossRefGoogle Scholar
Paltridge, B. (2022). Discourse analysis: An introduction (3rd ed.). Bloomsbury.Google Scholar
Prior, M. T. (2015). Emotion and discourse in L2 narrative research. Multilingual Matters.Google Scholar
Zajda, J. (2020). Discourse analysis as a qualitative methodology. Educational Practice and Theory, 42(2), 5–21.CrossRefGoogle Scholar
Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64–77.Google Scholar
Roulston, K. & deMarrais, K. (2021). Exploring the archives: A beginner’s guide for qualitative researchers. Myers Education Press.Google Scholar
Tight, M. (2019). Documentary research in the social sciences. Sage.CrossRefGoogle Scholar
Blommaert, J. & Jie, D. (2020). Ethnographic fieldwork: A beginner’s guide. Multilingual Matters.Google Scholar
Burleigh, D. & Burm, S. (2022). Doing duoethnography: Addressing essential methodological questions. International Journal of Qualitative Methods, 21, 1–8.CrossRefGoogle Scholar
Yazan, B., Canagarajah, S., & Jain, R. (Eds.) (2020). Autoethnographies in ELT: Transnational identities, pedagogies, and practices. Routledge.CrossRefGoogle Scholar
Galloway, N. (2020). Focus groups: Capturing the dynamics of group interaction. In McKinley, J. & Rose, H. (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 290–301). Routledge.Google Scholar
Krueger, R. A. & Casey, M. A. (2009). Focus groups: A practical guide for applied research (4th ed.). Sage.Google Scholar
Ortega, Y. (2024). Charlas y Comidas: Humanising focus groups and interviews. Qualitative Research, 24(4), 773–792.CrossRefGoogle Scholar
Guo, D., Ramos, R. L. M., & Wang, F. (2024). Qualitative online interviews: Voices of applied linguistics researchers. Research Methods in Applied Linguistics, 3(3), 100130.CrossRefGoogle Scholar
Talmy, S. (2011). The interview as collaborative achievement: Interaction, identity, and ideology in a speech event. Applied Linguistics, 32(1), 25–42.CrossRefGoogle Scholar
Thunberg, S. & Arnell, L. (2022). Pioneering the use of technologies in qualitative research: A research review of the use of digital interviews. International Journal of Social Research Methodology, 25(6), 757–768.CrossRefGoogle Scholar
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22, 1–18.CrossRefGoogle Scholar
Pojanapunya, P. & Todd, R. W. (2021). The influence of the benchmark corpus on keyword analysis. Register Studies, 3(1), 88–114.CrossRefGoogle Scholar
Seale, C. & Charteris-Black, S. (2010). Keyword analysis: A new tool for qualitative research. In Bourgeault, I., Dingwall, R., & De Vries, R. (Eds.), The SAGE handbook of qualitative methods in health research (pp. 536–556). Sage.CrossRefGoogle Scholar
Arlius, Y. (2023). An EFL teacher’s metaphor as a window into teacher’s professional identity. Proceedings of the Conference on English Language Teaching, 709–720. https://proceedings.uinsaizu.ac.id/index.php/celti/article/view/544 (Accessed August 24, 2024.)Google Scholar
Cortazzi, M. & Jin, L. (2020). Elicited metaphor analysis: Researching teaching and learning. In Ward, M. T. M. & Delamont, S. (Eds.), Handbook of qualitative research in education (pp. 488–505). Edward Elgar.Google Scholar
Wan, W., Low, G. D., & Miao, L. (2011). From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles. System, 39(3), 403–415.CrossRefGoogle Scholar
Ibrahim, N. C. (2022). Visual and artefactual approaches in engaging teachers with multilingualism: Creating DLCs in pre-service teacher education. Languages, 7(2), 152.CrossRefGoogle Scholar
Mason, S. & Chik, A. (2020). Age, gender and language teacher identity: Narratives from higher education. Sexuality and Culture, 24, 1028–1045.CrossRefGoogle Scholar
Melo-Pfeifer, S. (2021). Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education. International Journal of Multilingualism, 18(4), 601–618.CrossRefGoogle Scholar
Canagarajah, S. (2021). Materializing narratives: The story behind the story. System, 102, 102610.CrossRefGoogle Scholar
Frimberger, K., White, R., & Ma, L. (2018). “If I didn’t know you what would you want me to see?”: Poetic mappings in neo-materialist research with young asylum seekers and refugees. Applied Linguistics Review, 9(2–3), 391–419.CrossRefGoogle Scholar
Toohey, K. (2018). Learning English at school: Identity, socio-material relations and classroom practice. Multilingual Matters.Google Scholar
Ahmed, A. M. (2019). Students’ reflective journaling: An impactful strategy that informs instructional practices in an EFL writing university context in Qatar. Reflective Practice, 20(4), 483–500.CrossRefGoogle Scholar
Farrell, T. S. C. & Macapinlac, M. (2021). Professional development through reflective practice: A framework for TESOL teachers. Canadian Journal of Applied Linguistics, 24(1), 1–25.CrossRefGoogle Scholar
Peercy, M. M., Sharkey, J., Baecher, L., Motha, S., & Varghese, M. (2019). Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry. TESOL Journal, 10(4), e482.Google Scholar
Gass, S. M. & Mackey, A. (2017). Stimulated recall methodology in applied linguistics and L2 research (2nd ed.). Routledge.Google Scholar
Morris, S., Yamamoto, K., & King, J. (2023). Practitioner researcher intuition in stimulated recall studies. Journal for the Psychology of Language Learning, 5(2), 34–44.CrossRefGoogle Scholar
Sanchez, H. S. & Grimshaw, T. (2020). Stimulated recall. In McKinley, J. & Rose, H. (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 312–323). Routledge.Google Scholar
Barkhuizen, G. (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 47, 12–27.CrossRefGoogle Scholar
Barkhuizen, G. & Consoli, S. (2021). Pushing the edge in narrative inquiry. System, 102, 102656.CrossRefGoogle Scholar
Benson, P. (2018). Narrative analysis. In Phakiti, A., De Costa, P., Plonsky, L., & Starfield, S. (Eds.), The Palgrave handbook of applied linguistics research methodology (pp. 595–613). Palgrave Macmillan.CrossRefGoogle Scholar
Dörnyei, Z. & Dewaele, J.-M. (2023). Questionnaires in second language research: Construction, administration, and processing (3rd ed.). Routledge.Google Scholar
Pitura, J. (2023). Using the e-questionnaire in qualitative applied linguistics research. Research Methods in Applied Linguistics, 2(1), 100034.CrossRefGoogle Scholar
Wagner, E. (2015). Survey research. In Paltridge, B. & Phakiti, A. (Eds.), Research methods in applied linguistics: A practical resource (pp. 83–99). Bloomsbury.Google Scholar

Secondary Sources

Barkhuizen, G. (Ed.) (2019). Qualitative research topics in language teacher education. Routledge.CrossRefGoogle Scholar
Barkhuizen, G., Benson, P., & Chik, A. (2025). Narrative inquiry in language teaching and learning research (2nd ed.). Routledge.Google Scholar
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.Google Scholar
Mackey, A. & Gass, S. M. (2022). Second language research: Methodology and design (2nd ed.). Routledge.Google Scholar
McKinley, J. & Rose, H. (Eds.) (2020). The Routledge handbook of research methods in applied linguistics. Routledge.Google Scholar
Nassaji, H. (2026). Applied linguistics research: A comprehensive guide to methodology, design, analysis, and evaluation. Cambridge University Press.Google Scholar
Paltridge, B. & Phakiti, A. (2015). Research methods in applied linguistics: A practical resource (2nd ed.). Bloomsbury.Google Scholar
Phakiti, A., De Costa, P., Plonsky, L., & Starfield, S. (2018). The Palgrave handbook of applied linguistics research methodology. Palgrave Macmillan.CrossRefGoogle Scholar
Rose, H., McKinley, J., & Briggs Baffoe-Djan, J. (2020). Data collection research methods in applied linguistics. Bloomsbury.Google Scholar
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.CrossRefGoogle Scholar
Ceylan, E. & Comoglu, I. (2024). Action research in initial EFL teacher education: Emerging insights from a CAR project. Educational Action Research, 32(3), 438–453.CrossRefGoogle Scholar
Edwards, E. & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6–15.CrossRefGoogle Scholar
Busch, B. (2021). The body image: Taking an evaluative stance towards semiotic resources. International Journal of Multilingualism, 18(2), 190–205.CrossRefGoogle Scholar
Kasap, S. (2021). The language portraits and multilingualism research. Proceedings of the XI Eurasian Conference on Language & Social Sciences (February 2–3, 2021), Gjakova, Kosovo. https://www.researchgate.net/publication/350515917. (Accessed August 23, 2024.)Google Scholar
Ollerhead, S., Melo-Pfeifer, S., & Chik, A. (2024). Building a virtual transnational space for initial teacher education with Australian and German students. Journal of Multilingual and Multicultural Development, 45(3), 708–724.Google Scholar
Alshehri, E. (2019). Classroom observation for professional development: Views of EFL teachers and observers. Arab World English Journal. Special Issue 1, 57–71.CrossRefGoogle Scholar
O’Leary, M. (2020). Classroom observation: A guide to the effective observation of teaching and learning (2nd ed.). Routledge.CrossRefGoogle Scholar
Spada, N. (2019). Classroom observation research. In Schweiter, J. W. & Benati, A. (Eds.), The Cambridge handbook of language learning (pp. 186–207). Cambridge University Press.CrossRefGoogle Scholar
Briggs Baffoe-Djan, J. & Smith, S.A. (2020). Descriptive statistics in quantitative data analysis. In McKinley, J. & Rose, H. (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 398–414). Routledge.Google Scholar
Koval, N. G. (2024). ‘The effect is/isn’t significant!’: Statistical evidence and ELT. ELT Journal, 78(1), 11–19.CrossRefGoogle Scholar
Woodrow, L. (2014). Writing about quantitative research in applied linguistics. Palgrave Macmillan.CrossRefGoogle Scholar
Paltridge, B. (2022). Discourse analysis: An introduction (3rd ed.). Bloomsbury.Google Scholar
Prior, M. T. (2015). Emotion and discourse in L2 narrative research. Multilingual Matters.Google Scholar
Zajda, J. (2020). Discourse analysis as a qualitative methodology. Educational Practice and Theory, 42(2), 5–21.CrossRefGoogle Scholar
Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64–77.Google Scholar
Roulston, K. & deMarrais, K. (2021). Exploring the archives: A beginner’s guide for qualitative researchers. Myers Education Press.Google Scholar
Tight, M. (2019). Documentary research in the social sciences. Sage.CrossRefGoogle Scholar
Blommaert, J. & Jie, D. (2020). Ethnographic fieldwork: A beginner’s guide. Multilingual Matters.Google Scholar
Burleigh, D. & Burm, S. (2022). Doing duoethnography: Addressing essential methodological questions. International Journal of Qualitative Methods, 21, 1–8.CrossRefGoogle Scholar
Yazan, B., Canagarajah, S., & Jain, R. (Eds.) (2020). Autoethnographies in ELT: Transnational identities, pedagogies, and practices. Routledge.CrossRefGoogle Scholar
Galloway, N. (2020). Focus groups: Capturing the dynamics of group interaction. In McKinley, J. & Rose, H. (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 290–301). Routledge.Google Scholar
Krueger, R. A. & Casey, M. A. (2009). Focus groups: A practical guide for applied research (4th ed.). Sage.Google Scholar
Ortega, Y. (2024). Charlas y Comidas: Humanising focus groups and interviews. Qualitative Research, 24(4), 773–792.CrossRefGoogle Scholar
Guo, D., Ramos, R. L. M., & Wang, F. (2024). Qualitative online interviews: Voices of applied linguistics researchers. Research Methods in Applied Linguistics, 3(3), 100130.CrossRefGoogle Scholar
Talmy, S. (2011). The interview as collaborative achievement: Interaction, identity, and ideology in a speech event. Applied Linguistics, 32(1), 25–42.CrossRefGoogle Scholar
Thunberg, S. & Arnell, L. (2022). Pioneering the use of technologies in qualitative research: A research review of the use of digital interviews. International Journal of Social Research Methodology, 25(6), 757–768.CrossRefGoogle Scholar
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22, 1–18.CrossRefGoogle Scholar
Pojanapunya, P. & Todd, R. W. (2021). The influence of the benchmark corpus on keyword analysis. Register Studies, 3(1), 88–114.CrossRefGoogle Scholar
Seale, C. & Charteris-Black, S. (2010). Keyword analysis: A new tool for qualitative research. In Bourgeault, I., Dingwall, R., & De Vries, R. (Eds.), The SAGE handbook of qualitative methods in health research (pp. 536–556). Sage.CrossRefGoogle Scholar
Arlius, Y. (2023). An EFL teacher’s metaphor as a window into teacher’s professional identity. Proceedings of the Conference on English Language Teaching, 709–720. https://proceedings.uinsaizu.ac.id/index.php/celti/article/view/544 (Accessed August 24, 2024.)Google Scholar
Cortazzi, M. & Jin, L. (2020). Elicited metaphor analysis: Researching teaching and learning. In Ward, M. T. M. & Delamont, S. (Eds.), Handbook of qualitative research in education (pp. 488–505). Edward Elgar.Google Scholar
Wan, W., Low, G. D., & Miao, L. (2011). From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles. System, 39(3), 403–415.CrossRefGoogle Scholar
Ibrahim, N. C. (2022). Visual and artefactual approaches in engaging teachers with multilingualism: Creating DLCs in pre-service teacher education. Languages, 7(2), 152.CrossRefGoogle Scholar
Mason, S. & Chik, A. (2020). Age, gender and language teacher identity: Narratives from higher education. Sexuality and Culture, 24, 1028–1045.CrossRefGoogle Scholar
Melo-Pfeifer, S. (2021). Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education. International Journal of Multilingualism, 18(4), 601–618.CrossRefGoogle Scholar
Canagarajah, S. (2021). Materializing narratives: The story behind the story. System, 102, 102610.CrossRefGoogle Scholar
Frimberger, K., White, R., & Ma, L. (2018). “If I didn’t know you what would you want me to see?”: Poetic mappings in neo-materialist research with young asylum seekers and refugees. Applied Linguistics Review, 9(2–3), 391–419.CrossRefGoogle Scholar
Toohey, K. (2018). Learning English at school: Identity, socio-material relations and classroom practice. Multilingual Matters.Google Scholar
Ahmed, A. M. (2019). Students’ reflective journaling: An impactful strategy that informs instructional practices in an EFL writing university context in Qatar. Reflective Practice, 20(4), 483–500.CrossRefGoogle Scholar
Farrell, T. S. C. & Macapinlac, M. (2021). Professional development through reflective practice: A framework for TESOL teachers. Canadian Journal of Applied Linguistics, 24(1), 1–25.CrossRefGoogle Scholar
Peercy, M. M., Sharkey, J., Baecher, L., Motha, S., & Varghese, M. (2019). Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry. TESOL Journal, 10(4), e482.Google Scholar
Gass, S. M. & Mackey, A. (2017). Stimulated recall methodology in applied linguistics and L2 research (2nd ed.). Routledge.Google Scholar
Morris, S., Yamamoto, K., & King, J. (2023). Practitioner researcher intuition in stimulated recall studies. Journal for the Psychology of Language Learning, 5(2), 34–44.CrossRefGoogle Scholar
Sanchez, H. S. & Grimshaw, T. (2020). Stimulated recall. In McKinley, J. & Rose, H. (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 312–323). Routledge.Google Scholar
Barkhuizen, G. (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 47, 12–27.CrossRefGoogle Scholar
Barkhuizen, G. & Consoli, S. (2021). Pushing the edge in narrative inquiry. System, 102, 102656.CrossRefGoogle Scholar
Benson, P. (2018). Narrative analysis. In Phakiti, A., De Costa, P., Plonsky, L., & Starfield, S. (Eds.), The Palgrave handbook of applied linguistics research methodology (pp. 595–613). Palgrave Macmillan.CrossRefGoogle Scholar
Dörnyei, Z. & Dewaele, J.-M. (2023). Questionnaires in second language research: Construction, administration, and processing (3rd ed.). Routledge.Google Scholar
Pitura, J. (2023). Using the e-questionnaire in qualitative applied linguistics research. Research Methods in Applied Linguistics, 2(1), 100034.CrossRefGoogle Scholar
Wagner, E. (2015). Survey research. In Paltridge, B. & Phakiti, A. (Eds.), Research methods in applied linguistics: A practical resource (pp. 83–99). Bloomsbury.Google Scholar
Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.CrossRefGoogle Scholar
Ceylan, E. & Comoglu, I. (2024). Action research in initial EFL teacher education: Emerging insights from a CAR project. Educational Action Research, 32(3), 438–453.CrossRefGoogle Scholar
Edwards, E. & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6–15.CrossRefGoogle Scholar
Busch, B. (2021). The body image: Taking an evaluative stance towards semiotic resources. International Journal of Multilingualism, 18(2), 190–205.CrossRefGoogle Scholar
Kasap, S. (2021). The language portraits and multilingualism research. Proceedings of the XI Eurasian Conference on Language & Social Sciences (February 2–3, 2021), Gjakova, Kosovo. https://www.researchgate.net/publication/350515917. (Accessed August 23, 2024.)Google Scholar
Ollerhead, S., Melo-Pfeifer, S., & Chik, A. (2024). Building a virtual transnational space for initial teacher education with Australian and German students. Journal of Multilingual and Multicultural Development, 45(3), 708–724.Google Scholar
Alshehri, E. (2019). Classroom observation for professional development: Views of EFL teachers and observers. Arab World English Journal. Special Issue 1, 57–71.CrossRefGoogle Scholar
O’Leary, M. (2020). Classroom observation: A guide to the effective observation of teaching and learning (2nd ed.). Routledge.CrossRefGoogle Scholar
Spada, N. (2019). Classroom observation research. In Schweiter, J. W. & Benati, A. (Eds.), The Cambridge handbook of language learning (pp. 186–207). Cambridge University Press.CrossRefGoogle Scholar
Briggs Baffoe-Djan, J. & Smith, S.A. (2020). Descriptive statistics in quantitative data analysis. In McKinley, J. & Rose, H. (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 398–414). Routledge.Google Scholar
Koval, N. G. (2024). ‘The effect is/isn’t significant!’: Statistical evidence and ELT. ELT Journal, 78(1), 11–19.CrossRefGoogle Scholar
Woodrow, L. (2014). Writing about quantitative research in applied linguistics. Palgrave Macmillan.CrossRefGoogle Scholar
Paltridge, B. (2022). Discourse analysis: An introduction (3rd ed.). Bloomsbury.Google Scholar
Prior, M. T. (2015). Emotion and discourse in L2 narrative research. Multilingual Matters.Google Scholar
Zajda, J. (2020). Discourse analysis as a qualitative methodology. Educational Practice and Theory, 42(2), 5–21.CrossRefGoogle Scholar
Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64–77.Google Scholar
Roulston, K. & deMarrais, K. (2021). Exploring the archives: A beginner’s guide for qualitative researchers. Myers Education Press.Google Scholar
Tight, M. (2019). Documentary research in the social sciences. Sage.CrossRefGoogle Scholar
Blommaert, J. & Jie, D. (2020). Ethnographic fieldwork: A beginner’s guide. Multilingual Matters.Google Scholar
Burleigh, D. & Burm, S. (2022). Doing duoethnography: Addressing essential methodological questions. International Journal of Qualitative Methods, 21, 1–8.CrossRefGoogle Scholar
Yazan, B., Canagarajah, S., & Jain, R. (Eds.) (2020). Autoethnographies in ELT: Transnational identities, pedagogies, and practices. Routledge.CrossRefGoogle Scholar
Galloway, N. (2020). Focus groups: Capturing the dynamics of group interaction. In McKinley, J. & Rose, H. (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 290–301). Routledge.Google Scholar
Krueger, R. A. & Casey, M. A. (2009). Focus groups: A practical guide for applied research (4th ed.). Sage.Google Scholar
Ortega, Y. (2024). Charlas y Comidas: Humanising focus groups and interviews. Qualitative Research, 24(4), 773–792.CrossRefGoogle Scholar
Guo, D., Ramos, R. L. M., & Wang, F. (2024). Qualitative online interviews: Voices of applied linguistics researchers. Research Methods in Applied Linguistics, 3(3), 100130.CrossRefGoogle Scholar
Talmy, S. (2011). The interview as collaborative achievement: Interaction, identity, and ideology in a speech event. Applied Linguistics, 32(1), 25–42.CrossRefGoogle Scholar
Thunberg, S. & Arnell, L. (2022). Pioneering the use of technologies in qualitative research: A research review of the use of digital interviews. International Journal of Social Research Methodology, 25(6), 757–768.CrossRefGoogle Scholar
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22, 1–18.CrossRefGoogle Scholar
Pojanapunya, P. & Todd, R. W. (2021). The influence of the benchmark corpus on keyword analysis. Register Studies, 3(1), 88–114.CrossRefGoogle Scholar
Seale, C. & Charteris-Black, S. (2010). Keyword analysis: A new tool for qualitative research. In Bourgeault, I., Dingwall, R., & De Vries, R. (Eds.), The SAGE handbook of qualitative methods in health research (pp. 536–556). Sage.CrossRefGoogle Scholar
Arlius, Y. (2023). An EFL teacher’s metaphor as a window into teacher’s professional identity. Proceedings of the Conference on English Language Teaching, 709–720. https://proceedings.uinsaizu.ac.id/index.php/celti/article/view/544 (Accessed August 24, 2024.)Google Scholar
Cortazzi, M. & Jin, L. (2020). Elicited metaphor analysis: Researching teaching and learning. In Ward, M. T. M. & Delamont, S. (Eds.), Handbook of qualitative research in education (pp. 488–505). Edward Elgar.Google Scholar
Wan, W., Low, G. D., & Miao, L. (2011). From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles. System, 39(3), 403–415.CrossRefGoogle Scholar
Ibrahim, N. C. (2022). Visual and artefactual approaches in engaging teachers with multilingualism: Creating DLCs in pre-service teacher education. Languages, 7(2), 152.CrossRefGoogle Scholar
Mason, S. & Chik, A. (2020). Age, gender and language teacher identity: Narratives from higher education. Sexuality and Culture, 24, 1028–1045.CrossRefGoogle Scholar
Melo-Pfeifer, S. (2021). Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education. International Journal of Multilingualism, 18(4), 601–618.CrossRefGoogle Scholar
Canagarajah, S. (2021). Materializing narratives: The story behind the story. System, 102, 102610.CrossRefGoogle Scholar
Frimberger, K., White, R., & Ma, L. (2018). “If I didn’t know you what would you want me to see?”: Poetic mappings in neo-materialist research with young asylum seekers and refugees. Applied Linguistics Review, 9(2–3), 391–419.CrossRefGoogle Scholar
Toohey, K. (2018). Learning English at school: Identity, socio-material relations and classroom practice. Multilingual Matters.Google Scholar
Ahmed, A. M. (2019). Students’ reflective journaling: An impactful strategy that informs instructional practices in an EFL writing university context in Qatar. Reflective Practice, 20(4), 483–500.CrossRefGoogle Scholar
Farrell, T. S. C. & Macapinlac, M. (2021). Professional development through reflective practice: A framework for TESOL teachers. Canadian Journal of Applied Linguistics, 24(1), 1–25.CrossRefGoogle Scholar
Peercy, M. M., Sharkey, J., Baecher, L., Motha, S., & Varghese, M. (2019). Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry. TESOL Journal, 10(4), e482.Google Scholar
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  • Bibliography
  • Gary Barkhuizen, University of Auckland
  • Book: The Language Teacher Education Casebook
  • Online publication: 19 December 2025
  • Chapter DOI: https://doi.org/10.1017/9781009444132.014
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  • Bibliography
  • Gary Barkhuizen, University of Auckland
  • Book: The Language Teacher Education Casebook
  • Online publication: 19 December 2025
  • Chapter DOI: https://doi.org/10.1017/9781009444132.014
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  • Bibliography
  • Gary Barkhuizen, University of Auckland
  • Book: The Language Teacher Education Casebook
  • Online publication: 19 December 2025
  • Chapter DOI: https://doi.org/10.1017/9781009444132.014
Available formats
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