Conceptions of Research Limitations in Qualitative Language Education Studies: Residues of Positivism

ABSTRACT Research limitations constitute reflexive moves in research reports where authors unapologetically highlight methodological weaknesses or caveats relating to knowledge claims that serve to pre‐empt reader criticism and avoid misunderstandings. As such, limitations offer insight into the epistemological beliefs and assumptions of authors towards their research. In this qualitative content analysis, the stated limitations of 136 qualitative language education research studies were analysed to identify the features of research authors considered as limitations. These emerged as four themes, including sampling and context, data sources and evidence base, conceptual and substantive coverage and research processes. Intersecting the themes are the epistemological positionings of authors, which primarily indicated post‐positivistic tendencies (particularly in sampling and context), marginally reflected interpretivist ones (mostly in conceptual and substantive coverage) and occasionally projected a mixture of both (research processes). As an implication, we encourage language education researchers to align their reporting of research limitations with their underlying qualitative epistemology, so as to ensure appropriate interpretation by readers.