Mixed Methods Research in an EFL Context: A Quality Assessment Perspective

Abstract

Beyond the mono-method quantitative and qualitative research syntheses (e.g. meta-analysis and meta-ethnography, respectively) and with a pragmatic perspective on conducting mixed methods research (MMR), recently a very few research synthesists have adopted a Mixed Methods Research Synthesis (MMRS) approach to answer complex review questions. Therefore, to better understand the issue of quality, this study takes the initiative in aligning the mixed methods research quality with the Plonskyian views with specific reference to study quality proposed in methodological synthesis literature. The main purpose of the methodological synthesis here was to provide empirically-based evidence for describing and evaluating mixed methods studies in an Iranian EFL (English as a Foreign Language) context. We synthesized mixed methods theses in an Iranian EFL context by describing and evaluating three interrelated components of study quality through focusing on transparency and reporting practices related to: (a) MMR formulation stage (or MMR problem specification stage), (b) MMR design-related features, and (c) MMR interpretation and integration (or MMR implementation stage). The cumulative findings highlighted a set of deficiencies and strengths across MMR studies in the respective EFL setting. Of notable results were unsatisfactory attention to the issue of integration and transparency at the levels of design, method, and interpretation. The study has implications for designing and implementing sound MMR studies. Furthermore, it includes suggestions for doing solid MMR research as well as writing and preparing well-founded mixed methods articles.