Longitudinal Classroom-Based Research: A Synthesis of L2 studies

Abstract

Classroom spaces are common contexts second language acquisition. In addition, they provide congenial and manageable contexts for study of the second language acquisition process. Because that process is inherently extended through time, classroom-based longitudinal studies should provide credible and useful information about the conditions, and trajectories over time, of second language learning. This thesis Is a research synthesis of such studies included in nine journals from 2017 through 2020. Using Ortega and Iberri Shea’s (2005) chapter on longitudinal research in second language acquisition as a reference, results of analysis of the 27 qualifying studies are presented : with a focus on five dimensions: design, duration, focus change over time, methodological innovations and role of teachers and researchers. Further examination of these studies, categorized by their quantitative, qualitative, or mixed methodologies, is conducted in order to determine whether, within the context of classroom-based research, trends noted by Ortega and Iberri- Shea have remained constant, or have evolved. Noteworthy studies within each methodology are highlighted and innovation of design or methodology are discussed. We close with a bottom-up definition of longitudinal research and summary of some trends observed as well as possible implications for future research.