Understanding, Evaluating, and Conducting Second Language

Writing Research
Charlene Polio and Debra A. Friedman. New York, NY: Routledge,
2017. Pp. x + 311.

HAN GIL KIM

The Ohio State University
Columbus, Ohio, United States

doi: 10.1002/tesq.437

I t is readily apparent to any L2 scholar that second language (L2)

writing is inherently both a cognitive and social process. However, it
is difficult to find a book that does not privilege one research
approach over another. This volume offers a synthesis of literature on
L2 writing research methodologies, including quantitative and qualita-
tive approaches and methods, as well as the mixed method. This is a
comprehensive resource book that covers fruitful epistemological and
ontological approaches, thereby helping readers view the phe-
nomenon of L2 writing as a whole.
As the authors claim, the book focuses on “what is researched [in the
area of L2 writing] and especially how it is researched” (p. 11). It is
intended for both emerging and seasoned scholars who are preparing
to conduct quality L2 writing research. While it can be used as a text-
book on research methods, it can also serve as a reference guide. To
best take advantage of this book, the reader needs a basic familiarity
with research approaches used in the field; however, oft-encountered
concepts and principles of research are briefly explained and defined in
bold font or italics to alert novice researchers of their importance.
My personal favorite thing about this book is its organization of
chapters. Each chapter opens with an overview of an approach or a
method to be covered in the chapter. Unlike other books, this volume
discusses the benefits and potential pitfalls in connection with current
knowledge of and issues in L2 writing research by providing a detailed
sample study with tables that include context, research questions, and
the authors’ comments. Another merit of the book is that each chap-
ter suggests current books and articles (around 20 to 30) on L2
research for further reading.
In Chapter 1, Polio and Friedman draw upon philosophical stances
of research (postpositivist and poststructuralist), pedagogical
approaches (writing-to-learn and learning-to-write), and research para-
digms (quantitative, qualitative, and mixed method). Following this

INVITED BOOK REVIEWS 239

introductory chapter, the authors organize research methodologies
into two parts, “Approaches” and “Methods.”
Part I introduces six different approaches to L2 writing research:
the quantitative approaches experimental research (Chapter 2) and
causal-comparative and correlational research (Chapter 3); the qualita-
tive approaches ethnography and case study (Chapter 4); and an
emerging approach, mixed method research (MMR) (Chapter 5). Fol-
lowing an overview of each approach, the chapters delineate types of
research questions aligned with that approach, and the strengths and
weaknesses of each approach, by touching upon important issues such
as sampling, statistical significance, validity, and reliability. The chap-
ters also critique oft-discussed pitfalls (e.g., ecological validity, reduc-
tionism, the Hawthorne effect, transparency, and ethics). Chapter 5
stresses the promising benefits of MMR. It suggests readers work across
an epistemological and methodological paradigm, by integrating data
transformation, typology development, extreme case analysis, and data
merging. The authors’ goal is to combine quantitative and qualitative
methods while prioritizing one or the other method, referred to as
the layering approach (King & Mackey, 2016).
Chapters 6 through 11 of Part II introduce seven different methods
that are used to collect, analyze, and interpret data, in order to answer
one’s research questions in L2 writing research. Chapters 6 and 7
(target text analysis) discuss two prevalent textual analysis methods
from a quantitative perspective. Chapter 8 delineates two methods to
illuminate the writing process: retrospective (stimulated recall proto-
col) and introspective (think-aloud) methods. The remaining three
chapters (Chapters 9 through 11) shift the focus to three common
qualitative methods: interview, thematic analysis, and discourse analy-
sis. The authors discuss how each method has been utilized in L2 writ-
ing research, and what we can explore by using them. They delve into
methodological concerns (e.g., reliability, validity, quality of coding,
reactivity, veridicality, subjectivity, and reflexivity) and practical guideli-
nes (e.g., Swalesian move, corpus-based, and automated analysis) asso-
ciated with such tools in numerous L2 writing studies.
Polio and Friedman conclude with a chapter on emerging research
methods (i.e., eye tracking, keystroke logging, reflective narratives, and
auto-ethnography), which are not commonly used in L2 writing
research, but are seen in first language (L1) composition, education,
and other areas of applied linguistics. They also emphasize the impor-
tance of applying new skills in using primary and secondary research
articles in the forms of meta-analysis and synthesis to better illuminate
current understanding of L2 writing research.
All in all, this noteworthy book makes a valuable contribution to
expanding our current knowledge of L2 writing research while

240 TESOL QUARTERLY

offering a balanced overview of the various methodologies for conduct-
ing quality research. Thus, I would highly recommend it for both
emerging and experienced L2 writing scholars.

REFERENCE

King, K., & Mackey, A. (2016). Research methodology in second language studies:
Trends, concerns, and new direction. Modern Language Journal, 100, 209–227.

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