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A Primer on Qualitative Research Synthesis in TESOL
Author(s) -
Chong Sin Wang,
Plonsky Luke
Publication year - 2021
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.1002/tesq.3030
Subject(s) - qualitative research , generalizability theory , narrative , interpretation (philosophy) , popularity , qualitative property , field (mathematics) , sociology , psychology , computer science , linguistics , social science , social psychology , developmental psychology , philosophy , mathematics , pure mathematics , programming language , machine learning
Secondary research in the form of literature reviews facilitates consolidation and transfer of knowledge. In the field of TESOL, the majority of secondary research is conducted in the form of narrative reviews, which rely on the researchers' selection and interpretation of primary studies and findings. Systematic reviews, which can be broadly categorized into meta‐analysis (focusing on quantitative data) and qualitative research synthesis (focusing on qualitative data), are gaining popularity (see Plonsky, 2017) but are still less common. In particular, qualitative data collected from language classrooms, which are often criticized because of their lack of generalizability, are seldom synthesized in a systematic fashion. Against this backdrop, this article first attempts to make a case for conducting qualitative research synthesis in the field of TESOL. Second, this article provides a methodological framework and an example of how qualitative research synthesis can be conducted. The article closes with recommendations to promote qualitative research synthesis in the field of TESOL.