Humanizing TESOL Research Through the Lens of Complexity Thinking

Richard S. Pinner · Richard J. Sampson

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EFL/ESL Teaching and Learning Educational Research and Methods Chaos, Complexity, and Education

Abstract

Humanizing complexity research is already strongly advocated by much of the literature on complexity (Kramsch, 2011; Larsen‐Freeman, 2011; Sampson, 2016) and yet there is a recent trend towards a potentially alienating approach, which could confound readers, utilising a dense vocabulary and overly technical methods. We advocate a more practical approach to complexity thinking, which continues on from McKinley’s (2019) paper on the teaching‐research nexus by advocating more practitioner‐based research which can provide emic and contextually situated insights into the language classroom.

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2011Teaching and Researching Motivation 2009Complex systems and applied linguistics 200911. A Person-in-Context Relational View of Emergent Motivation, Self and Identity 2014Motivational Dynamics in Language Learning 2017Measurement error and the replication crisis 2003Group Dynamics in the Language Classroom 2015Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance 2011Researching Second Language Development from a Dynamic Systems Theory perspective

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