Mixed Methods Research

Abstract

Since the early 1990s, mixed methods research (MMR) has evolved into the third research paradigm alongside quantitatively oriented inquiry (numeric data) and qualitatively oriented inquiry (narrative data). MMR is interested in both quantitative and qualitative analyses and primarily works from a pragmatic stance to use what works best in order to answer research questions. The research question, rather than a preconceived paradigm (e.g., post‐positivist, positivist, constructivist), is central and drives the choice of design. The interest in and practice of MMR have emerged rapidly and spread across many domains in the social and behavioral sciences. Within this context, the focus of this chapter is on discussing MMR as it has manifested itself within the language testing/assessment (LT) research community. In some ways MMR's evolution in LT parallels its general emergence, but in other ways there are developments specific to the LT field. For example, MMR is increasingly being employed for instrument development, classroom‐based assessment, and large‐scale assessment studies. In addition, MMR designs are being used to address issues such as construct definition and rater effects in language assessments. To help explain this evolution, the chapter situates MMR from an historical perspective and discusses how LT research designs are increasingly situating themselves in this third research community. As this trajectory is traced in LT research, the chapter also describes the nature, conventions, practice, and research designs that are emerging and becoming specific to the LT field. It is interesting, however, that any debate or discussion of MMR issues seems less prevalent in LT, whereas it is abundant in the general MMR literature. What is important to note is that LT's rationale for the use of MMR follows closely the philosophical orientation most often associated with it, that is, pragmatism.