What Counts As Evidence?

Yasser Teimouri, Ekaterina Sudina, Luke Plonsky

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Scopus citations


This chapter describes and assesses the sources and quality of evidence within the quantitative domain of psychology of language learning. In the field of social policy, some scholars argued for the need to think of evidence in terms of a matrix rather than a hierarchy of evidence. Research in second language acquisition (SLA) has focused on collecting evidence on substantive issues underlying the processes and outcomes of L2 learning. Surveys have been extensively used in SLA research for gaining knowledge about language learners’ intended and actual language learning behaviors, opinions and attitudes about certain aspects of target languages, perceptions, feelings, and beliefs about certain L2-related issues, knowledge of certain issues in SLA, and biodata. L2 learners’ behaviors play a powerful role in predicting L2 learning outcomes, and because of this, they have occupied a central role in individual difference research.

Original languageEnglish (US)
Title of host publicationThe Routledge Handbook of the Psychology of Language Learning and Teaching
PublisherTaylor and Francis
Number of pages13
ISBN (Electronic)9781000439861
ISBN (Print)9780367337230
StatePublished - Jan 1 2021

ASJC Scopus subject areas

  • General Arts and Humanities
  • General Social Sciences


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