Doing interpretative phenomenological analysis (IPA) in applied linguistics research: A field-specific guide

As applied linguistics increasingly embraces qualitative and socially situated methodologies, it has drawn on approaches from other disciplines. This paper extends that trajectory by exploring interpretative phenomenological analysis (IPA), a qualitative methodology originating in psychology and grounded in phenomenology, hermeneutics, and idiography. IPA offers a valuable framework for research focused on the lived experiences of language users, learners, and educators. The paper argues for a critical repositioning of IPA within applied linguistics, highlighting its capacity to examine how individuals make meaning of complex linguistic, cultural, and educational phenomena. Using data from interviews and focus groups, the IPA demonstrated here enables detailed, contextualized analysis of additional language (AL) learning and teaching practices. It attends to both individual cases and cross-case thematic patterns. By providing a methodological guide featuring a worked example from a doctoral study with New Zealand-based ESOL teachers, the analysis examines how teachers’ experiences of AL learning inform their TESOL knowledge and practices and how they view their professional positioning in the TESOL sector. The paper offers strategies for rigor, transparency, and ethical reflexivity in IPA research. It concludes with a critical reflection on the strengths and limitations of IPA for researching language teacher knowledge and practice.