Pro Edu.

International Journal of Educational Sciences

No. 9, Year 5/2023
https://www.ifiasa.com/peijes e- ISSN 2668-5825, p-ISSN 2668-5817

https://doi.org/10.26520/peijes.2023.9.5.15-24

UNDERSTANDING THE CHOICE OF RESEARCH

METHODOLOGY IN HIGHER EDUCATION: INSIGHTS
FROM DOCTORAL THESES IN APPLIED LINGUISTICS

Mouad LAHMER1, Dhikra Amel BOUZID2,

1University Center of Illizi, 2University Center of Illizi,
ALGERIA
1E-mail: [email protected], 2E-mail: [email protected]

ABSTRACT
This research aims to study the choices of Algerian doctoral students in the field of
Applied Linguistics regarding research methodologies, aiming to understand their
trends and the resulting impacts on research precision and orientation. Examining 35
recent theses indicates an increasing inclination toward mixed-method approaches,
underscoring their precision and adaptability. The study emphasizes the diversity in
sample sizes and data collection methods as signs of flexibility, stressing the
importance of combining quantitative and qualitative analysis in Algerian research.
Providing valuable insights for language educators, it confirms advancements in
applied linguistics within the Algerian context. The research seeks to improve
language education practices in higher education by understanding and enhancing
the choices made by doctoral students, contributing to the evolving landscape of
research methodologies.
Keywords: Methodology choices; Algerian doctoral students; applied linguistics; mixed-
method approaches; Algerian context;

INTRODUCTION
Research methodology is a vital component of applied linguistics, shaping the effectiveness
and efficiency of research endeavours. It provides a systematic plan that encompasses various
choices, ranging from foundational assumptions to detailed data collection and analysis
procedures. The decision-making process in research methodology is far from linear,
allowing for variations based on individual preferences and specific research needs.
The selection of an appropriate research design hinges on several key factors.
Researchers must consider their underlying theories, research strategies, and the methods
employed for data collection and analysis. External factors, such as the nature of the research
problem, researchers' experiences, and the intended audience, also influence this critical
choice (Creswell, 2009). What is considered a high-quality research design is often described
as adaptable, suitable, efficient, and cost-effective. Also, it minimizes biases, enhances data
reliability, and reduces experimental errors. Moreover, an exceptional design yields extensive
information, facilitating a comprehensive exploration of multifaceted research inquiries
(Kothari, 2004).
In the field of applied linguistics, the process of selecting appropriate research
methodologies assumes paramount importance. To ensure the effectiveness and efficiency of
their studies, researchers need to thoughtfully select appropriate methodologies. Research

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designs in this field serve as comprehensive guides, encompassing choices from foundational
assumptions to intricate data collection and analysis techniques. These choices are not rigidly
prescribed; they adapt to individual preferences and research demands. The initial and crucial
decision in this methodological journey revolves around identifying the research design that
aligns most effectively with the research topic.
Selecting the right research methodology is often a challenging and perplexing
decision for most researchers (Opoku, et al., 2016). The challenges in this decision-making
process are underscored by Andrić and Milašinović (2021), who illuminate the persistent
issues faced by researchers, from novices to seasoned professionals, when choosing between
quantitative, qualitative, or mixed methods research approaches. Historically, this choice had
been binary, forcing researchers to commit to either a quantitative or qualitative route.
However, the emergence of mixed methods research has introduced an additional layer of
complexity. A critical need arises for a coherent typology of mixed methods research
designs, one that can guide researchers through this evolving field (Leech & Onwuegbuzie,
2009).
Algerian university students encounter distinctive obstacles during their academic
journeys. These include challenges related to selecting research topics, inadequate guidance
and mentoring, and limited exposure to research methodologies. Hamzaoui (2021) sheds light
on these issues in the context of EFL master students at Belhadj Bouchaib University,
Algeria, where students often grapple with difficulties in choosing research topics, academic
writing, maintaining motivation, and being adequately prepared for their research
endeavours. In the same line of thought, Siti et al (2022) noted that students frequently
encounter challenges when choosing research topics that are neither overly broad nor
excessively narrow, and they may face difficulty in settling on a topic altogether.
A variety of research has delved into the choice of research methods in higher
education, especially within the realm of applied linguistics. Both Farsani & Babaii
(2020) and Meihami (2020) observed a trend towards more diverse and rigorous
methodologies, accompanied by an increasing adoption of mixed methods and qualitative
approaches. Llamas (2011) emphasized on the significance of research methodology classes
in equipping doctoral students for their research practices and dissertation endeavours. These
academic research studies collectively emphasize the significant importance of having a
comprehensive understanding when it comes to selecting appropriate research methodologies
within higher education, especially in the specialized area of applied linguistics
Given the significant importance of these challenges, this article seeks to provide a
thorough examination and gain valuable insights into the selection of research methodologies
in the context of doctoral theses authored by Algerian university students in the field of
applied linguistics. The primary objective of this study is to rigorously analyse a dataset
comprising 35 doctoral theses sourced from various Algerian universities. Through this
analysis, our aim is to gain a deeper understanding of how PhD researchers in the field of
applied linguistics make choices regarding the most suitable research methodologies for their
doctoral research projects.
Furthermore, this study aims at surpassing a mere comprehensive examination,
aiming to offer profound insights into the selection of research methodologies within the
realm of doctoral theses authored by Algerian university students in applied linguistics. In
doing so, it strives to furnish these students with the essential tools and perspectives required

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to make judicious and impactful decisions in the crucial area of research methodology
selection.
These changes aim to enhance clarity, readability, and the overall structure of their
introduction while retaining the key content and context.

1. STUDY QUESTIONS
Based on the topic and scope of the article, some potential research questions and
objectives could include:
o What are the prevalent research methodology preferences among Algerian doctoral
students in Applied Linguistics?
o How do these chosen methodologies contribute to research precision and alignment with
research inquiries in the context of Algerian higher education?
o What are the implications of the identified trends in research methodology for language
education and pedagogy in Algerian universities, and what opportunities for collaboration
and further exploration do they suggest?

2. METHOD
Data Collection: To address the prevalent research methodology preferences among
Algerian doctoral students in Applied Linguistics in selecting appropriate research
methodologies for their doctoral theses in the field of Applied Linguistics, a systematic
review was conducted. The review included the examination of 35 doctoral theses from
various Algerian universities. The selection of these theses was based on their relevance to
the field of applied linguistics and their accessibility through the university library's database
or online repositories. To maintain consistency in the language of analysis, only theses
written in English were considered for inclusion.
To ensure the inclusion of contemporary research, a time frame criterion was
established. Theses completed within the most recent five years were included in the review.
This timeframe ensured that the selected theses represented the latest developments in the
field of Applied Linguistics.
Each thesis was meticulously examined to extract pertinent information related to
research methodology, including the specific research design employed, methods of data
collection, and techniques used for data analysis. This information was systematically
recorded in a spreadsheet for further analysis.
To maintain the quality and relevance of the selected theses, predetermined inclusion
criteria were applied during the screening process. These criteria included:
o Relevance to the field of applied linguistics.
o Completion within the last five years.
o Inclusion of a section dedicated to research methodology.
By adhering to these inclusion criteria, the review aimed to ensure that the chosen
theses were directly related to the field of Applied Linguistics, up-to-date, and provided
detailed insights into the research methodologies employed by Algerian university students in
their doctoral research projects.

Data Analysis: The data analysis process involved categorizing each thesis based on
the research methodology used. The coding scheme included categories such as quantitative,
qualitative, mixed-methods research, as well as subcategories such as case study,

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ethnography, and survey research. This categorization allowed for a thorough examination of
the research methodologies employed by Algerian university students in their doctoral theses
within the field of Applied Linguistics. A systematic categorization was performed, assigning
each thesis to the appropriate research methodology category based on the methods used in
the study. These categories were defined in alignment with established research frameworks
and classifications, ensuring consistency in classification across the analysed theses.
Quantitative research methodologies were identified in the studies that utilized numerical
data, statistical analyses, and empirical measurement to address their research questions. This
category encompassed various approaches such as experimental designs, correlational
studies, and survey research. Qualitative research methodologies were identified when
studies delved into the exploration of meanings, perceptions, and subjective experiences.
These studies often employed methods such as interviews, participant observation, and
content analysis to gain an in-depth understanding of the research phenomena. Mixed-
methods research methodologies were recognised in the theses that integrated both
quantitative and qualitative approaches to capture a comprehensive view of the research
topic. These studies combined numerical data analysis with qualitative data interpretation to
offer a holistic perspective. Each thesis was meticulously examined to determine its primary
research methodology, enabling the assignment of the appropriate category. This rigorous
categorization was crucial in accurately portraying the prevailing research methodologies
employed by Algerian university students in their applied linguistics doctoral theses. The
subsequent analysis focused on identifying trends in the distribution of research
methodologies across the different categories. This examination allowed for insights into the
preferences of researchers in the field and shed light on potential shifts in research practices
over time. Additionally, the distribution of research methodologies was compared across
different research topics and subcategories. This comparison facilitated the identification of
potential patterns or variations in the choice of methodology based on the specific research
focus. By systematically and comprehensively analysing a selection of theses from various
universities in Algeria, this study aimed to provide valuable insights into the prevalent
research methodologies utilised by Algerian university students. The results of this analysis
contribute to a deeper understanding of the research landscape in the field of applied
Linguistics and offer implications for supporting future researchers in their methodological
decision-making process.
RESULTS AND DISCUSSION
The results of our analysis of the doctoral theses are presented in seven tables, each
containing a selection of theses. These theses are grouped into seven categories, accompanied
by brief descriptions of their research methodologies.

Thesis Research Focus Research Data Analysis

Category Design Methods
Category Thesis 1: Explore Quasi- T-test
1: Understan intercultural experimental
Intercultu ding differences among
ral Intercultur third-year students
Communi al
cation Differences
Thesis 2: Develop Mixed-method Descriptive
Developing intercultural approach statistics, factor
Intercultur awareness among (experimental analysis

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al third-year LMD and descriptive

Awareness students designs)
Thesis 3: Investigate effects Quasi- Descriptive and
Emotional of emotional experimental inferential
Intelligenc intelligence statistics
e Training training on test-
taking anxiety
among first-year
students
Thesis 4: Integrate learning Quasi- Descriptive and
Enhancing and innovation experimental inferential
Oral skills to enhance statistics
Competenc oral competence in
e first-year students
Thesis 5: Study the effect of Quasi- Descriptive
Asynchron asynchronous e- experimental statistics,
ous E- learning on inferential
learning grammar statistics, content
achievement in analysis
first-year students
Category Thesis 1: Focus on developing Quasi-
2: Developing oral performances experimental
Language Oral using authentic
Learning Performan materials among
& ces second-year LMD
Intercultu students
ral
Comm.
Thesis 2: Explore the impact Descriptive
Impact of of English language approach with
English and culture on SPSS and
Language personality and NVivo
social values among
first-year students
Investigate Case study and
Thesis 3: integrating dynamic quasi-
Pragmatic assessment in oral experimental
Competenc courses to develop components
e pragmatic
competence among
third-year students
Thesis 4: Focus on enhancing Quantitative
Culture cultural awareness in with descriptive
Triangle teaching English as and inferential
a foreign language statistical
using the Culture analysis
Triangle method
Thesis 5: Explore the role of Quasi- SPSS, thematic
Cross- cultural assimilators experimental analysis
Cultural in developing cross-
Sensitivity cultural sensitivity
among first-year
students
Category Thesis 1: Investigate the role True-

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3: Pragmatic of explicit classroom experimental

Language Competenc instruction in
Learning e promoting pragmatic
& competence among
Intercultu Master One students
ral
Comm.
Thesis 2: Explore cross- Descriptive and
Critical cultural perceptions qualitative
Discourse and attitudes among components
Analysis students using mixed
methods
Thesis 3: Focus on developing Correlational
Critical intercultural study and quasi-
Thinking awareness through experimental
critical thinking in design
teaching social and
human sciences for
first-year students
Thesis 4: Investigate the role Quasi- Descriptive and
Classroom of classroom socio- experimental inferential
Socio- pragmatic statistics
pragmatic instruction in
Instruction overcoming
miscommunication
problems among
teachers and third-
year students
Category Thesis 1: Explore the role of Quasi-
4: Corpus- the corpus-based experimental
Enhancin Based approach in
g EFL Approach developing writing
Educatio proficiency among
n& second-year L.M.D
Instructio students
n
Thesis 2: Compare ESP and Quantitative and
Classroom General English qualitative
Interaction teachers' attitudes elements
and practices in
promoting
classroom
interaction using a
case study approach
Thesis 3: Investigate teachers'
Teachers' motivation in
Motivation choosing oral
expression tasks for
EFL students using
correlational and
quasi-experimental
components in a
mixed-method
design

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Thesis 4: Explore the use of True-

Literary Halliday's experimental
Discourse Transitivity Analysis
in teaching literary
discourse
Thesis 5: Study the role of Descriptive and
Affect in affect in foreign exploratory
Language language learning components
Learning
Category Thesis 1: Investigate the Quasi-
5: Competenc impact of combining experimental
Enhancin y-Based the competency-
g Approach based approach and
Educatio multiple
n& intelligences theory
Communi among first-year
cation EFL students
Thesis 2: Explore the Quasi-
Autonomy influence of experimental
and autonomy and and descriptive
Integrity integrity on study
undergraduate components
research quality
Thesis 3: Study language Qualitative and
Language switching among ethnographic
Switching preschool children in
Algeria
Thesis 4: Explore students' Quasi-
Listening problems and experimental
to strategies in
Connected listening to
Speech connected speech
Thesis 5: Analyze the Experimental
Pragmatic communicative and descriptive
Force of functions and study
Exclamato pragmatic force of components
ry exclamatory
Sentences sentences in written
discourse
Category Thesis 1: Study the impact of Exploratory
6: Vocabulary word-focused action research
Innovatio Knowledge activities and short
ns in messages on
Language students' vocabulary
Learning knowledge
&
Teaching
Thesis 2: Explore the impact Quasi-
Computer- of computer-assisted experimental
Assisted language learning on
Language materials design
Learning
Thesis 3: Investigate the Quasi-
Computer- impact of computer- experimental

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Mediated mediated task-based

Task-Based approaches on
Approach vocabulary
acquisition
Thesis 4: Explore habit Experimental
Habit formation in
Formation cognitive and
in EFL metacognitive
Learners perspectives among
students
Thesis 5: Study automaticity Experimental
Automatici and cognition in
ty and English vowel
Cognition perception
in Vowel
Perception

Category Thesis 1: Investigate Descriptive

7: Intergener intergenerational
Language ational lexical change using
Educatio Lexical ethnographic
n& Change qualitative research
Linguistic and an etymological
Change approach
Thesis 2: Explore the Quasi-
Blended development of experimental
Learning composition skills
through blended
learning
Thesis 3: Focus on a new Quasi-
Teaching integrated approach experimental
Oral to teaching oral
Expression expression

Table 1: Summary of Research Theses in Language Learning, Intercultural

Communication, and Education

Several research studies carried out at different universities in Algeria, such as the
University of Batna-2, Djillali Liabes University, and Constantine-1 University, have
provided insights into the various methods used for research in the field of language
education and pedagogy. These studies collectively reveal a strong inclination towards a
"Mixed-Method" approach, which involves the fusion of quantitative and qualitative research
methods. The potential explanation is that the utilization of mixed methods, by integrating
various data sources, enables the discovery of diverse perspectives, views, and experiences.
Bryman et al. (2008) argued that this inclination towards mixed methods is likely because
blending diverse data sources facilitates the exploration of various perspectives, perceptions,
and experiences.
In these research efforts, a range of subgroups within the field of research
methodology are examined, including Quasi-Experimental Design, True-Experimental
Design, Descriptive Mixed Method Research Design, Correlational Study, Ethnographic
Qualitative Research and Experimental Design. The selection of the methodology

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consistently reflects the particular research inquiries or goals while emphasizing dedication to
methodological precision.
Researchers frequently encounter a significant hurdle in their research endeavours,
which involves determining the appropriate number of participants needed to gather the
necessary information and devising effective methods to generate sufficient data to meet their
research goals (Sarantakos, 1998). Sample sizes across these studies vary, reflecting the
diversity of student populations and resource constraints. Sampling techniques also range
from random selection to non-probability methods. This variability underscores the
adaptability of the research approaches to different contexts.
Data collection methods employed in these studies are equally diverse, encompassing
traditional tools like Pre-Test & Post-test assessments, questionnaires, and tests, as well as
qualitative methods such as interviews, classroom observations, participant observation,
document analysis, and key informant interviews. This comprehensive array of data
collection tools allows researchers to tailor their approaches to the unique demands of their
research questions. According to Opoku, Ahmed, and Akotia (2016), it is crucial to ensure
that the data collection method employed is suitable for obtaining the necessary information
to achieve the overarching objectives of the study.
In terms of data analysis, a blend of quantitative techniques like T-tests, Descriptive
statistics, inferential statistics, and qualitative methods like Qualitative data analysis, Content
Analysis, Fairclough's CDA model, thematic analysis, and log analysis are used. This
diversity in data analysis enables researchers to gain nuanced insights into their chosen areas
of study.
Overall, these studies underscore a robust research culture in Algerian universities,
where researchers demonstrate a blend of methodological diversity and a commitment to
aligning research design with research questions. Their collective contributions offer valuable
insights into language education, intercultural communication, pedagogy, and various aspects
of education in the Algerian university context. These findings are invaluable resources for
educators and researchers interested in understanding and improving language learning and
teaching practices in diverse educational settings.

CONCLUSION
In this study, Algerian university researchers’ inclinations and preferences
regarding research methodologies for their doctoral theses in Applied Linguistics were
explored. The findings offer valuable insights into the factors influencing their choices and
the implications for research training and development. Key observations from analyzing 35
doctoral theses include:
o Mixed-Method Approaches: Researchers exhibit a strong inclination toward mixed-
method approaches, emphasizing methodological rigor and alignment with research
questions.
o Diverse Methodologies: Algerian universities foster a robust research culture, employing
a wide range of methodologies—from quasi-experimental designs to ethnographic
qualitative research.
o Adaptability: Variability in sample sizes and data collection methods highlights
adaptability to different contexts.

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IMPLICATIONS AND RECOMMENDATIONS

o Educators and Researchers: This research landscape serves as a valuable resource for
educators and researchers interested in enhancing language education, intercultural
communication, and pedagogy in Algeria.
o Supporting Students: Continuing to support Algerian university students in their
research endeavors is crucial. Providing guidance and resources to navigate the
complexities of research methodology selection is essential.
o Practical Applications of English Language: Educators are encouraged to promote
students’ exploration of practical applications of the English language using the Internet.
Leveraging online communication can enhance academic performance and career
prospects.

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