Adopting mixed methods for research topics in teaching Chinese as a second/foreign language

  • Feng Liang University of Cincinnati
Keywords: Chinese as a foreign language, Chinese as a second language, mixed methods research, methodology

Abstract

Mixed methods research (MMR) is expanding across various disciplines, and some researchers in the field of teaching and learning Chinese as a foreign or second language (CFL/CSL) have tried to adopt this approach. Drawing from Plano Clark and Ivankova (2016) the socio-ecological framework of MMR, this paper synthesizes the application of MMR in CFL/CSL studies and highlights issues informative for future CFL/CSL researchers and MMR methodologists. Specifically, this paper discusses first the patterns of research questions, participants, and settings, and second the definition of MMR, the rationale for using MMR, the design of MMR, the intersection of MMR with other approaches, and the quality of meta-inferences in the included studies. It concludes that although there are a certain number of studies which use MMR to investigate CFL/CSL topics, however, many aspects in the application of MMR are still open to discussion. Future studies in CFL/CSL which use MMR should be aware of the essence of mixing two strands of methods and of the meta-inferences quality.

Author Biography

Feng Liang, University of Cincinnati

Feng Liang currently teaches a beginner level Chinese course at the University of Cincinnati. He is also the third year Ph.D. student with a concentration in second/ foreign language studies. His research interests include Chinese heritage language maintenance and teaching Chinese as a foreign language.

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Published
2019-01-26
How to Cite
Liang, F. (2019). Adopting mixed methods for research topics in teaching Chinese as a second/foreign language. Researching and Teaching Chinese As a Foreign Language, 2(2), 109-122. https://doi.org/10.1558/rtcfl.36829
Section
Articles

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