Mohammad Amini Farsani - Department of Foreign Languages, Iran University of Science and Technology
Esmat Babaii - Department of Foreign Languages, Kharazmi University

We have recently witnessed a growing awareness of methodological research issues in the field of applied linguistics, which led to what Plonsky (۲۰۱۷) has referred to as “methodological awareness” (p. ۵۱۷). To make a positive contribution to this nascent movement, this study, drawing on synthetic techniques, sought to describe the cumulative and developmental status of research paradigms and substantive/topical issues in an EFL context. As such, we analyzed a sample of ۶۶۳ unpublished applied linguistics MA theses which were distributed over a ۳۰-year period. The cumulative results revealed the distribution of the studies in a good range of substantive issues with “researching language classroom issues” as the most frequent topic in the data set and “research methods or researching research methodology”, “psycholinguistics”, and “sociolinguistics” as the least frequent issues across a wide range of age groups, proficiency levels, and time span. As for the cumulative analysis of research approaches, the results revealed that about ۷۲% of the included MA theses were quantitative; around ۱۸% of the studies employed mixed methods research; and a smaller percentage of the studies (۱۱%, n=۷۲) used a qualitative research approach. Chronologically, a clear increasing pattern of research paradigms was notable across time. Implications for the research consumers (e.g., supervisors, journal reviewers, postgraduate students, and material developer) are discussed.

fugitive literature, research synthesis, research paradigms, substantive issues, EFL setting