(Re)Examining the research-practice interface: International perspectives, multiple methods, persistent challenges, and novel directions

Hyun-Bin Hwang; Matthew D. Coss; Masatoshi Sato; Benjamín  Cárcamo; Mai Nguyen; Phung Dao; Noriko Iwashita; Emma Marsden; Rachel Hawkes; Shawn Loewen; Pawel Scheffler; Karolina Baranowska; Jim McKinley; Lourdes Ortega

doi:10.1017/S0261444824000181

(Re)Examining the research-practice interface: International perspectives, multiple methods, persistent challenges, and novel directions

Hyun-Bin Hwang^*, Matthew D. Coss, Masatoshi Sato, Benjamín Cárcamo, Mai Nguyen, Phung Dao, Noriko Iwashita, Emma Marsden, Rachel Hawkes, Shawn Loewen, Pawel Scheffler, Karolina Baranowska, Jim McKinley, Lourdes Ortega

^*Corresponding author for this work

Education

Research output: Contribution to journal › Article › peer-review

Abstract

In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as to focus research efforts on theorizing and empirically investigating the research-practice link ITSELF. In response to these calls, this colloquium brought together an international team of fourteen applied linguists to offer a state-of-the-art perspective on the research-practice relationship in applied linguistics. Collectively, this team presented findings and outcomes of recent empirical and practitioner initiatives in a wide range of educational contexts. The six presentations in the colloquium highlighted nuanced interfaces between research and practice via diverse collaborations, research methods, and empirical findings. Furthermore, collectively, they offered a more comprehensive portrayal of the current state of the research-pedagogy relationship in our field as well as clear indications for important next steps for applied linguists of all disciplinary traditions and contexts to further improve this relationship going forward.

Original language	English
Pages (from-to)	590-596
Number of pages	7
Journal	Language Teaching
Volume	57
Issue number	4
Early online date	23 Oct 2024
DOIs	https://doi.org/10.1017/S0261444824000181
Publication status	Published - 12 Mar 2025

Bibliographical note

Access to Document

10.1017/S0261444824000181

LT_Research in Progress_Hwang et al._2024
© The Author(s), 2024. This is an author-produced version of the published paper. Uploaded in accordance with the University’s Research Publications and Open Access policy.
Accepted author manuscript, 134 KBLicence: CC BY

Cite this

Hwang, H.-B., Coss, M. D., Sato, M., Cárcamo, B., Nguyen, M., Dao, P., Iwashita, N., Marsden, E., Hawkes, R., Loewen, S., Scheffler, P., Baranowska, K., McKinley, J., & Ortega, L. (2025). (Re)Examining the research-practice interface: International perspectives, multiple methods, persistent challenges, and novel directions. Language Teaching, 57(4), 590-596. https://doi.org/10.1017/S0261444824000181

@article{4d5d18253ded4fc8a2adaacb1d72bd80,

title = "(Re)Examining the research-practice interface: International perspectives, multiple methods, persistent challenges, and novel directions",

abstract = "In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as to focus research efforts on theorizing and empirically investigating the research-practice link ITSELF. In response to these calls, this colloquium brought together an international team of fourteen applied linguists to offer a state-of-the-art perspective on the research-practice relationship in applied linguistics. Collectively, this team presented findings and outcomes of recent empirical and practitioner initiatives in a wide range of educational contexts. The six presentations in the colloquium highlighted nuanced interfaces between research and practice via diverse collaborations, research methods, and empirical findings. Furthermore, collectively, they offered a more comprehensive portrayal of the current state of the research-pedagogy relationship in our field as well as clear indications for important next steps for applied linguists of all disciplinary traditions and contexts to further improve this relationship going forward.",

author = "Hyun-Bin Hwang and Coss, {Matthew D.} and Masatoshi Sato and Benjam{\'i}n C{\'a}rcamo and Mai Nguyen and Phung Dao and Noriko Iwashita and Emma Marsden and Rachel Hawkes and Shawn Loewen and Pawel Scheffler and Karolina Baranowska and Jim McKinley and Lourdes Ortega",

note = "{\textcopyright} The Author(s), 2024. This is an author-produced version of the published paper. Uploaded in accordance with the University{\textquoteright}s Research Publications and Open Access policy.",

year = "2025",

month = mar,

day = "12",

doi = "10.1017/S0261444824000181",

language = "English",

volume = "57",

pages = "590--596",

journal = "Language Teaching",

issn = "0261-4448",

publisher = "Cambridge University Press",

number = "4",

}

Hwang, H-B, Coss, MD, Sato, M, Cárcamo, B, Nguyen, M, Dao, P, Iwashita, N, Marsden, E, Hawkes, R, Loewen, S, Scheffler, P, Baranowska, K, McKinley, J & Ortega, L 2025, '(Re)Examining the research-practice interface: International perspectives, multiple methods, persistent challenges, and novel directions', Language Teaching, vol. 57, no. 4, pp. 590-596. https://doi.org/10.1017/S0261444824000181

TY - JOUR

T1 - (Re)Examining the research-practice interface

T2 - International perspectives, multiple methods, persistent challenges, and novel directions

AU - Hwang, Hyun-Bin

AU - Coss, Matthew D.

AU - Sato, Masatoshi

AU - Cárcamo, Benjamín

AU - Nguyen, Mai

AU - Dao, Phung

AU - Iwashita, Noriko

AU - Marsden, Emma

AU - Hawkes, Rachel

AU - Loewen, Shawn

AU - Scheffler, Pawel

AU - Baranowska, Karolina

AU - McKinley, Jim

AU - Ortega, Lourdes

N1 - © The Author(s), 2024. This is an author-produced version of the published paper. Uploaded in accordance with the University’s Research Publications and Open Access policy.

PY - 2025/3/12

Y1 - 2025/3/12

N2 - In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as to focus research efforts on theorizing and empirically investigating the research-practice link ITSELF. In response to these calls, this colloquium brought together an international team of fourteen applied linguists to offer a state-of-the-art perspective on the research-practice relationship in applied linguistics. Collectively, this team presented findings and outcomes of recent empirical and practitioner initiatives in a wide range of educational contexts. The six presentations in the colloquium highlighted nuanced interfaces between research and practice via diverse collaborations, research methods, and empirical findings. Furthermore, collectively, they offered a more comprehensive portrayal of the current state of the research-pedagogy relationship in our field as well as clear indications for important next steps for applied linguists of all disciplinary traditions and contexts to further improve this relationship going forward.

AB - In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as to focus research efforts on theorizing and empirically investigating the research-practice link ITSELF. In response to these calls, this colloquium brought together an international team of fourteen applied linguists to offer a state-of-the-art perspective on the research-practice relationship in applied linguistics. Collectively, this team presented findings and outcomes of recent empirical and practitioner initiatives in a wide range of educational contexts. The six presentations in the colloquium highlighted nuanced interfaces between research and practice via diverse collaborations, research methods, and empirical findings. Furthermore, collectively, they offered a more comprehensive portrayal of the current state of the research-pedagogy relationship in our field as well as clear indications for important next steps for applied linguists of all disciplinary traditions and contexts to further improve this relationship going forward.

U2 - 10.1017/S0261444824000181

DO - 10.1017/S0261444824000181

M3 - Article

SN - 0261-4448

VL - 57

SP - 590

EP - 596

JO - Language Teaching

JF - Language Teaching

IS - 4

ER -