Research methods in applied linguistics : quantitative,qualitative, and mixed methodologies

By Z. Dörnyei. 2007

1,935 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d891519ada66f0efbad896645836310ec780b2e4

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Citations in the corpus

Language Learner Motivational Types: A Cluster Analysis Study (2014, methodology): “We used a snowball sampling method (D¨ornyei, 2007) to ﬁnd as many participants as possible.”
‘Four years on, I’m ready to teach’: teacher education and the construction of teacher identities (2011, methodology): “Analyzes and interpretations of the data were attained in a recursive, iterative manner (Dornyei, 2007) as interview transcripts were reviewed multiple times.”
Exploring students’ perspectives on Generative AI-assisted academic writing (2024, unknown): “Twenty participants were selected according to different educational backgrounds (major, levels of degree), levels of academic writing skills (IELTS writing score within 6 months), and levels of AI literacy based on the principle of maximum variation sampling (Dörnyei, 2007).”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “The view of qualitative and quantitative research as matters of degrees or a continuum instead of a binary dichotomy has gained ground (Dörnyei, 2007).”
THE FLIPPED WRITING CLASSROOM IN TURKISH EFL CONTEXT: A COMPARATIVE STUDY ON A NEW MODEL (2017, methodology): “As Dornyei (2007) points out, independent samples t-test is used to compare the results of two independent groups whereas Paired samples t-test is used to compare two sets of results from the same group.”
Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation (2017, background): “The highest correlation, which is between the Entity Theory of General Intelligence and Entity Theory of Writing Intelligence, is .61, which is far from the ﬁ gure that quali ﬁ es them as representing the same construct (Dörnyei, 2007).”
General Academic Difficulties and Reading and Writing Difficulties among Asian ESL Postgraduate Students in TESOL at an Australian University (2011, methodology): “Five interview transcripts were coded independently by two coders and then the proportion of the agreements and disagreements were computed and discussed to ensure the reliability of the interview data analysis (Dörnyei, 2007).”
Teaching oral English in higher education: challenges to EFL teachers (2011, methodology): “Meanwhile, measures were taken to ensure that the coding categories were data-led rather than predetermined or constrained by previous research (Dörnyei 2007).”