Revisiting the Dichotomy of Educational Research Paradigms: English Language Teaching Underpinning English Language Teaching Underpinning

Abstract

In this paper, educational research paradigms in relation to English language teaching are elucidated and the dichotomy between the two main paradigms challenged. In the first part, the writer looks into the division of two different paradigms: the positivist and the interpretivist. The writer analyses each paradigm, examining the methods, ontology and epistemology associated with it, including data collection instruments. The pros and cons of each paradigm are also presented critically. Finally, a conclusion is reached by questioning the segregation of the educational research into two distinct mutually exclusive schemes.