In recent years, the existence of prevalent debates regarding the relative qualities of quantitative and qualitative strategies for research become apparent. Individual researchers’ attitudes vary considerably, those who see the two strategies as distinct and constructed on the alternative interpretations of the world, to those who blend the two strategies within their research developments.
In recent years, qualitative research has come of age in applied linguistics, according to Lazaraton (2003), creating a process of language teaching and learning. Holliday (2007), describes quantitative research as an ‘unadventurous’ approach; and the distinction between quality and quantity are alternatives in words or numbers, subjective or objective, and specific
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In this paper, the review of qualitative research in language teaching and the contributions and issues that emerge.
theoretical educational approaches and practical educational approaches remain investigated through utilizing English as a Second Language (ESL) teachers’ educational principles and practices, and ESL Chinese students’ second language acquisition and learning requirements correlated to cultivating ESL education. The purpose remains on the approaches which best meet Chinese students’ needs, whether specific methods improve English language skills; and the teaching methods provide effective training. More specifically, the following questions remain investigated in more detail:
- What educational approaches do ESL students observe to be most effective in learning?
- What educational approached do ESL teachers observe to be most effective in teaching?
- Do qualitative or quantitative methods require personalized instructions toward developing a good relationship between the teacher and