Reflexivity and Positionality in TESOL Research
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| Title: | Reflexivity and Positionality in TESOL Research |
|---|---|
| Language: | English |
| Authors: | Sal Consoli (ORCID |
| Source: | TESOL Quarterly. 2026 60(2):923-943. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Language Research, Educational Research, Second Language Instruction, Second Language Learning, English (Second Language), Reflection, Educational Researchers, Professional Identity, Statistical Analysis, Research Methodology |
| DOI: | 10.1002/tesq.70126 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | This paper explores reflexivity and positionality as central methodological components of TESOL research. Drawing on scholarship in "TESOL Quarterly," the article reviews how these concepts have been theorized and examines two published studies to illustrate their enactment in research practice. The discussion highlights reflexivity as an ongoing process of critical self-awareness and positionality as analytical engagement with the researcher's identities and sociopolitical, cultural, and ideological positioning(s). The paper also proposes a set of guiding questions to support researchers throughout the trajectory of the empirical process. Finally, the article argues that reflexivity and positionality are not limited to qualitative inquiry, but are equally relevant to quantitative and mixed methods TESOL research, with important implications for a more integrated, transparent, and human-centered research culture. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505922 |
| Database: | ERIC |
| Abstract: | This paper explores reflexivity and positionality as central methodological components of TESOL research. Drawing on scholarship in "TESOL Quarterly," the article reviews how these concepts have been theorized and examines two published studies to illustrate their enactment in research practice. The discussion highlights reflexivity as an ongoing process of critical self-awareness and positionality as analytical engagement with the researcher's identities and sociopolitical, cultural, and ideological positioning(s). The paper also proposes a set of guiding questions to support researchers throughout the trajectory of the empirical process. Finally, the article argues that reflexivity and positionality are not limited to qualitative inquiry, but are equally relevant to quantitative and mixed methods TESOL research, with important implications for a more integrated, transparent, and human-centered research culture. |
|---|---|
| ISSN: | 0039-8322 1545-7249 |
| DOI: | 10.1002/tesq.70126 |
