Replication studies are valuable because they provide a sound research grounding (Camerer et al., 2018). They can increase the validity, reliability, and generalizability of findings and are often quantitative in nature. This paper presents findings from a qualitative replication study, thus responding to Smith and Schulze's (2013) call for qualitative replication studies, seeking to "obtain a clearer picture of phenomena observed" (Smith & Schulze, 2013, p. i) and "generate 'a richer and deepened' understanding of the phenomena" (TalkadSukumar & Metoyer, 2019, p. 2).
The specific phenomenon under investigation is the phenomenon of students dropping out of blended language learning classes. We replicated the early qualitative interview study by Stracke (2007), who explored why foreign language learners drop out of a blended language learning class. While the 2007 study was carried out in the German Higher Education context, we conducted this study at a university in Vietnam.
In our paper we will present key findings of our study that we compare with the 2007 findings. It is noteworthy that the lack of complementarity and integration between the face-to-face and online components of the blend can still cause challenges for the learners in our study. Our study allows for a deep understanding of the reasons why Vietnamese English as a Foreign Language (EFL) students leave a blended language course, thus providing evidence-based ideas for pedagogical adjustments for the delivery of current EFL blended language classes. Such changes can lead to higher retention rates, reduction of costs (both financial but also emotional), an increase in student satisfaction, and a better student experience.
We conclude this presentation with a critical evaluation of the value that qualitative replication studies can add to the field. We reflect on what we have learned in the process and the methodological understandings gained and argue that replicating a qualitative study can yield significant insights. The study and its finding might well encourage other researchers to attempt a replication of their qualitative studies, thus adding to the continuous development of our field of inquiry in Applied Linguistics.
References:
Camerer, C. F., Dreber, A., Holzmeister, F., Ho, T. H., Huber, J., Johannesson, M. & Altmejd, A. (2018). Evaluating the replicability of social science experiments in Nature and Science between 2010 and 2015. Nature Human Behaviour, 2(9): 637–644.
Smith, B. & Schulze, M. (2013) Thirty years of the CALICO Journal – replicate, replicate, replicate. CALICO Journal, 30(1): i–iv.
Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL)environment. ReCALL, 19(1), 57-78. https://doi.org/10.1017/S0958344007000511
TalkadSukumar, P. & Metoyer, R. (2019, February 2) Replication and Transparency of Qualitative Research from a Constructivist Perspective. https://doi.org/10.31219/osf.io/6efvp
