1 Introduction

Instructed Second Language Acquisition (ISLA) research focuses on language acquisition and development in instructional settings, aiming to bridge theory, research, and practice. Challenges in ISLA research include the difficulty of directly applying research findings to teaching practice, as well as the predominance of empirical studies validating the applicability and effectiveness of specific teaching theories or methods, with limited exploration of the diversity and complexity of ISLA. Few existing studies address practical issues, leading teachers to question the necessity, practicality, or effectiveness of research. Frontline language teachers often lack a systematic understanding of ISLA research theories and methodologies. Against this backdrop, the book Research Methods in Instructed Second Language Acquisition by Gurzynski-Weiss and Kim systematically introduces the primary research methods in ISLA and explains how to apply these methods to study linguistic features and skill areas in second language teaching, providing theoretical support and practical guidance for ISLA research.

2 Content Overview

The book is divided into five parts with fifteen chapters, offering a comprehensive introduction to Instructed Second Language Acquisition (ISLA) research. Part 1 introduces the essence, assumptions, topics, objectives, and considerations of ISLA research, clarifying its three main purposes: theoretical, empirical, and applied. Part 2 explores ISLA research methods, including quantitative, qualitative, mixed-methods, and replication studies, emphasizing quality assessment in quantitative research and ethical considerations in qualitative research. Part 3 discusses key factors influencing ISLA research design, implementation, and interpretation. Part 4 outlines the application of ISLA research to linguistic features and skill areas, including pragmatics, vocabulary, grammar, phonetics and listening, reading, writing, and speaking, while proposing future research directions. Part 5 provides recommendations for disseminating ISLA research findings, emphasizing the importance of deepening collaboration, cultivating researchers, and investigating teacher attitudes, along with an outlook on future research trends.

3 Brief Evaluation

The book delves deeply into the core concepts, key issues, and cutting-edge theories of ISLA research, offering theoretical and methodological guidance for foreign language teaching researchers and educators. Its notable features include: 1. A practice-based research philosophy that promotes the integration of foreign language research and teaching practice; 2. A systematic exposition of ISLA research methodology, covering critical aspects such as research design, question formulation, and method selection, providing comprehensive guidance; 3. Research guidance tailored to linguistic features and skill areas in second language teaching, helping readers choose appropriate research methods; 4. Insights into ISLA research trends and emerging topics, transcending traditional cognitive perspectives and advocating for a fusion of cognitive and social viewpoints; 5. Identification of four future research trends: focusing on second language learning processes, multidimensional assessment of learning outcomes, expanding the scope of research participants, and examining the impact of skill learning on other areas; 6. Discussion of methodological trends in ISLA research, advocating for interdisciplinary and mixed-methods approaches while examining interactions among factors; 7. Informative value, addressing key issues in ISLA research and offering targeted solutions; 8. Each chapter includes supplementary reading materials and resource lists to meet teachers' personalized learning needs. Limitations include: case studies predominantly focusing on university-level teaching, with insufficient exploration of primary and secondary classrooms; lack of theoretical discussion and empirical research on classroom assessment; and only brief mentions of mobile-assisted language learning and artificial intelligence applications in second language teaching. Despite these shortcomings, the book offers profound insights for second language teaching research and practice, facilitating the application of research findings in teaching contexts.