The Diglossic-Bilingual of English-Arabic Second-Language Eventualities in Madurese-Scholar's Society

Abstract

This extensive new-study scrutinized English-Arabic diglossic-bilingual of Second Language (L2) eventualities in which Madurese-scholars society was administered in the L2 edification process. Diglossic-bilingual is the utilization of two accents of two distinctive languages by the same culture for distinct purposes. The study administered a quantitative-qualitative mixed approach that interleaved systematic conceptions of recorded methodologies and substantive explication of the accurately transcribed dossier to effectuate this requirement. The probed dossier exhibited that diglossic-bilingual was identified in the Madurese-Scholar’s L2 in several varieties; English-L2 with Arabic-accented, Arabic-L2 with English-accented, and English- Arabic-L2 with Madurese-accented. Nevertheless, three novelty variations were ascertained comprehensively in the Madurese-scholar’s L2, their L2-utilization deviated based on the Madurese-Scholar’s L2 dexterity. The study imparts guidelines for forthcoming researchers in remembrance of English-Arabic-L2 bilingual educators future ethnographic research.


Keywords: native-language (NL), second language (L2), English-accented, Arabicaccented, Madurese-accented

References
[1] Al-Issa A, Dahan LS. Global English and Arabic: Issues of language, culture, and identity. Language in Society. 2012;41(5):695-696. https://doi.org/10.1017/S0047404512000814

[2] Tibi S, Joshi RM, McLeod L. Emergent writing of young children in the United Arab Emirates. Written Language & Literacy. 2013;16(1):77-105. https://doi.org/10.1075/wll.16.1.04tib

[3] Piller I, Gerber L. Family language policy between the bilingual advantage and the monolingual mindset. International Journal of Bilingual Education and Bilingualism. 2021;24(5):622-635. https://doi.org/10.1080/13670050.2018.1503227

[4] Ryding KC. Handbook for arabic language teaching professionals in the 21st century. UK: Routledge; 2017.

[5] Baker C, Wright WE. Foundations of bilingual education and bilingualism. 6??h ed. Bristol, UK: Multilingual matters; 2017.

[6] De Costa PI. Linguistic racism: Its negative effects and why we need to contest it. International Journal of Bilingual Education and Bilingualism. 2020;23(7):833-837. https://doi.org/10.1080/13670050.2020.1783638

[7] Geva E, Siegel LS. Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing. 2000;12(1/2):1-30. https://doi.org/10.1023/A:1008017710115

[8] Genesee F, Geva E, Dressler C, Kamil M. Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. August D, Shanahan T, editors. USA: Lawrence Erlbaum Associates Publishers; 2006. Synthesis: Cross-linguistic relationships; p. 153-174.

[9] Kinginger C. Language learning and study abroad. London: Palgrave Macmillan UK; 2009.

[10] Kinginger C. Enhancing language learning in study abroad. Annual Review of Applied Linguistics. 2011;31:58-73. https://doi.org/10.1017/S0267190511000031

[11] Schulz RA. The challenge of assessing cultural understanding in the context of foreign language instruction. Foreign Language Annals. 2007;40(1):9-26. https://doi.org/10.1111/j.1944-9720.2007.tb02851.x

[12] Watson JR, Siska P, Wolfel RL. Assessing gains in language proficiency, crosscultural competence, and regional awareness during study abroad: A preliminary study. Foreign Language Annals. 2013;46(1):62-79. https://doi.org/10.1111/flan.12016

[13] Cenoz J. Towards multilingual education: Basque educational research from an international perspective. UK: Multilingual Matters; 2009.

[14] Hobbs RD. Diverse multilingual researchers contribute language acquisition components to an integrated model of education. International Journal of Multilingualism. 2012;9(3):204-234. https://doi.org/10.1080/14790718.2011.630736

[15] Bialystok E, Luk G, Kwan E. Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading. 2005;9(1):43-61. https://doi.org/10.1207/s1532799xssr0901_4

[16] Durgunoglu AY. Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia. 2002;52(1):189-204. https://doi.org/10.1007/s11881-002-0012-y

[17] Gholamain M, Geva E. Orthographic and cognitive factors in the concurrent development of basic readingskills in English and Persian. Language Learning. 1999;49(2):183-217. https://doi.org/10.1111/0023-8333.00087

[18] Ziegler JC, Goswami U. Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin. 2005;131(1):3-29. https://doi.org/10.1037/0033-2909.131.1.3

[19] Saiegh-Haddad E, Geva E. Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing. 2008;21(5):481- 504. https://doi.org/10.1007/s11145-007-9074-x

[20] Hirosh Z, Degani T. Direct and indirect effects of multilingualism on novel language learning: An integrative review. Psychonomic Bulletin & Review. 2018;25(3):892-916. https://doi.org/10.3758/s13423-017-1315-7

[21] Gough PB, Tunmer WE. Decoding, reading, and reading disability. Remedial and Special Education. 1986;7(1):6-10. https://doi.org/10.1177/074193258600700104

[22] Hoover WA, Gough PB. The simple view of reading. Reading and Writing. 1990;2(2):127-160. https://doi.org/10.1007/BF00401799

[23] Hoover WA, Tunmer WE. Reading acquisition processes. Thompson GB, Tunmer WE, Nicholson T, editors. Chapter 4. Language and education library. Clevedon, England: Multilingual Matters; 1993. The components of reading; p. 1-19.

[24] Bingham GE, Hall-Kenyon KM. Examining teachers’ beliefs about and implementation of a balanced literacy framework. Journal of Research in Reading. 2013;36(1):14- 28. https://doi.org/10.1111/j.1467-9817.2010.01483.x

[25] Kim Y-S, Phillips B. Cognitive correlates of listening comprehension. Reading Research Quarterly. 2014;49(3):269-281. https://doi.org/10.1002/rrq.74

[26] Lepola J, Lynch J, Laakkonen E, Silvén M, Niemi P. The role of inference making and other language skills in the development of narrative listening comprehension in 4–6-year-old children. Reading Research Quarterly. 2012;47(3):259-282. https://doi.org/10.1002/rrq.020

[27] Tompkins V, Guo Y, Justice LM. Inference generation, story comprehension, and language skills in the preschool years. Reading and Writing. 2013;26(3):403-429. https://doi.org/10.1007/s11145-012-9374-7

[28] Suggate S, Schaughency E, McAnally H, Reese E. From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development. 2018;47:82-95. https://doi.org/10.1016/j.cogdev.2018.04.005

[29] Uchikoshi Y, Yang L, Liu S. Role of narrative skills on reading comprehension: Spanish–English and Cantonese–English dual language learners. Reading and Writing. 2018;31(2):381-404. https://doi.org/10.1007/s11145-017-9790-9

[30] Cenoz J, Gorter D. Towards a plurilingual approach in English language teaching: Softening the boundaries between languages. TESOL Quarterly. 2013;47(3):591-599.

[31] Cenoz J, Gorter D. Multilingual education: Between language learning and translanguaging. 1???? ed. UK: Cambridge University Press; 2015.

[32] Cummins J. Bilingual and multilingual education. García O, Lin AMY, May S, editors. Cham: Springer International Publishing; 2017. Teaching for transfer in multilingual school contexts; p. 103-115.

[33] Llurda E. The routledge handbook of educational linguistics. Bigelow M, Ennser- Kananen J, editors. New York: Routledge; 2014. Non-native teachers and advocacy; p. 105-116.

[34] Crystal D. A dictionary of linguistics and phonetics. 1???? ed. USA: Wiley; 2011.

[35] Haukås Å. Multilingualism and identity: Interdisciplinary perspectives. Bennett W, Fisher L, editors. UK: Cambridge University Press; 2022. Who are the multilinguals? Students’ definitions, self-perceptions and the public debate; p. 281–298.

[36] Sickinghe A-V. The discursive construction of multilinguals in Norwegian language education policy. Nordand-Nordisk Tidsskrift for Andrespråksforskning. 2013;8(2):87–114.

[37] García O. Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell; 2012.

[38] Holmen A. Sprogfag i forandring: Pædagogik og praksis. Gregersen AS, editor. Denmark: Samfundslitteratur; 2019. Sproglig diversitet blandt eleverne i grundskolen – fra problem til potentiale; p. 23-54.

[39] Kristjansdottir B. Uddannelsespolitik i nationalismens tegn. Denmark: Aarhus University Press; 2018.

[40] Lundberg A. Teachers’ beliefs about multilingualism: Findings from Q method research. Current Issues in Language Planning. 2019;20(3):266-283. https://doi.org/10.1080/14664208.2018.1495373

[41] Lundberg A. Teachers’ viewpoints about an educational reform concerning multilingualism in German-speaking Switzerland. Learning and Instruction. 2019;64:101244. https://doi.org/10.1016/j.learninstruc.2019.101244

[42] Paulsrud B, Zilliacus H, Ekberg L. Spaces for multilingual education: Language orientations in the national curricula of Sweden and Finland. International Multilingual Research Journal. 2020;14(4):304-318. https://doi.org/10.1080/19313152.2020.1714158

[43] Bourgoin R. The predictive effects of L1 and L2 early literacy indicators on reading in French immersion. The Canadian Modern Language Review. 2014;70(3):355-380. https://doi.org/10.3138/cmlr.2346

[44] Cummins J. A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. The Modern Language Journal. 2005;89(4):585-592.

[45] Eisenchlas SA, Schalley AC, Guillemin D. The importance of literacy in the home language: The view from Australia. SAGE Open. 2013;3(4):215824401350727. https://doi.org/10.1177/2158244013507270

[46] Asadi IA, Ibrahim R. The simple view of reading model in the transparent and deep versions of arabic orthography. Reading Psychology. 2018;39(6):537-552. https://doi.org/10.1080/02702711.2018.1481477

[47] Florit E, Cain K. The simple view of reading: Is it valid for different types of alphabetic orthographies? Educational Psychology Review. 2011;23(4):553-576. https://doi.org/10.1007/s10648-011-9175-6

[48] Joshi RM, Ji XR, Breznitz Z, Amiel M, Yulia A. Validation of the simple view of reading in Hebrew—a semitic language. Scientific Studies of Reading. 2015;19(3):243-252. https://doi.org/10.1080/10888438.2015.1010117

[49] Tobia V, Bonifacci P. The simple view of reading in a transparent orthography: The stronger role of oral comprehension. Reading and Writing. 2015;28(7):939-957. https://doi.org/10.1007/s11145-015-9556-1

[50] Rodina Y, Kupisch T, Meir N, Mitrofanova N, Urek O, Westergaard M. Internal and external factors in heritage language acquisition: Evidence from heritage russian in Israel, Germany, Norway, Latvia and the United Kingdom. Frontiers in Education. 2020;5:20. https://doi.org/10.3389/feduc.2020.00020

[51] Sayahi L. A moving target: Literacy development in situations of diglossia and bilingualism. Arab Journal of Applied Linguistics. 2015;1(1):1-18 .

[52] Byram M. Teaching and assessing intercultural communicative competence: Revisited. UK: Multilingual Matters; 2021.

[53] Byram M, Risager K. Evaluering af interkulturel kompetence. Sprogforum Tidsskrift for sprog- og kulturpædagogik. 2000;6(18):8-13. https://doi.org/10.7146/spr.v6i18.116742

[54] Bennett MJ. The international encyclopedia of intercultural communication. Kim YY, editor. 1???? ed. USA: Wiley; 2017. Developmental model of intercultural sensitivity; p. 1-10.

[55] Agar M. Language shock: Understanding the culture of conversation. New York: William Morrow; 1994.

[56] Agar M. Culture: Can you take it anywhere?: Invited lecture presented at the Gevirtz graduate school of education, University of California at Santa Barbara. International Journal of Qualitative Methods. 2006;5(2):1-16. https://doi.org/10.1177/160940690600500201

[57] Deardorff DK. The sage handbook of international higher education. Deardorff DK, editor. USA: SAGE; 2009. Synthesizing conceptualizations of intercultural competence: A summary and emerging themes; p. 264-270.

[58] Fantini AE. The sage handbook of international higher education. Deardorff DK, editor. 2011. USA: SAGE; 2011. Assessing intercultural competence; p. 456-476.

[59] Guo LH. Intercultural communicative competence, language proficiency, and study abroad. International Journal of Research Studies in Education. 2015;4(2):57-67. https://doi.org/10.5861/ijrse.2015.971

[60] Sercu L. Assessing intercultural competence: A framework for systematic test development in foreign language education and beyond. Intercultural Education. 2004;15(1):73-89. https://doi.org/10.1080/1467598042000190004

[61] Sercu L. The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural Education. 2006;17(1):55-72. https://doi.org/10.1080/14675980500502321

[62] Kramsch C. Foreign language research in cross-cultural perspective. de Bot K, Ginsberg KR, Kramsch C, editors. Amsterdam: John Benjamins; 1991. Culture in language learning: A view from the United States; p. 177–180.

[63] Kramsch C. The cultural component of language teaching. Language, Culture and Curriculum. 1995;8(2):83-92. https://doi.org/10.1080/07908319509525192

[52] Byram M. Teaching and assessing intercultural communicative competence: Revisited. UK: Multilingual Matters; 2021.

[53] Byram M, Risager K. Evaluering af interkulturel kompetence. Sprogforum Tidsskrift for sprog- og kulturpædagogik. 2000;6(18):8-13. https://doi.org/10.7146/spr.v6i18.116742

[54] Bennett MJ. The international encyclopedia of intercultural communication. Kim YY, editor. 1???? ed. USA: Wiley; 2017. Developmental model of intercultural sensitivity; p. 1-10.

[55] Agar M. Language shock: Understanding the culture of conversation. New York: William Morrow; 1994.

[56] Agar M. Culture: Can you take it anywhere?: Invited lecture presented at the Gevirtz graduate school of education, University of California at Santa Barbara. International Journal of Qualitative Methods. 2006;5(2):1-16. https://doi.org/10.1177/160940690600500201

[57] Deardorff DK. The sage handbook of international higher education. Deardorff DK, editor. USA: SAGE; 2009. Synthesizing conceptualizations of intercultural competence: A summary and emerging themes; p. 264-270.

[58] Fantini AE. The sage handbook of international higher education. Deardorff DK, editor. 2011. USA: SAGE; 2011. Assessing intercultural competence; p. 456-476.

[59] Guo LH. Intercultural communicative competence, language proficiency, and study abroad. International Journal of Research Studies in Education. 2015;4(2):57-67. https://doi.org/10.5861/ijrse.2015.971

[60] Sercu L. Assessing intercultural competence: A framework for systematic test development in foreign language education and beyond. Intercultural Education. 2004;15(1):73-89. https://doi.org/10.1080/1467598042000190004

[61] Sercu L. The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural Education. 2006;17(1):55-72. https://doi.org/10.1080/14675980500502321

[62] Kramsch C. Foreign language research in cross-cultural perspective. de Bot K, Ginsberg KR, Kramsch C, editors. Amsterdam: John Benjamins; 1991. Culture in language learning: A view from the United States; p. 177–180.

[63] Kramsch C. The cultural component of language teaching. Language, Culture and Curriculum. 1995;8(2):83-92. https://doi.org/10.1080/07908319509525192

[64] Kramsch C. The cambridge guide to teaching English to speakers of other languages. Carter R, Nunan D, editors. 1???? ed. New York: Cambridge University Press; 2001. Intercultural communication; p. 201-206.

[65] Kramsch C. Language and culture. AILA Review. 2014;27(1):30-55. https://doi.org/10.1075/aila.27.02kra

[66] Kramsch C, Cain A, Murphy-Lejeune E. Why should language teachers teach culture? Language, Culture and Curriculum. 1996;9(1):99-107. https://doi.org/10.1080/07908319609525221

[67] Bennett MJ. Education for the intercultural experience. Paige RM, editor. Yarmouth, ME: Intercultural Press; 1993. Towards ethnorelativism: A developmental model of intercultural sensitivity; p. 1–51.

[68] Byram M. Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters; 1997.

[69] Heyward M. From international to intercultural: Redefining the international school for a globalized world. Journal of Research in International Education. 2002;1(1):9-32. https://doi.org/10.1177/147524090211002

[70] Joshi RM, Tao S, Aaron PG, Quiroz B. Cognitive component of componential model of reading applied to different orthographies. Journal of Learning Disabilities. 2012;45(5):480-486. https://doi.org/10.1177/0022219411432690

[71] Kahn-Horwitz J, Schwartz M, Share D. Acquiring the complex English orthography: A triliteracy advantage? Journal of Research in Reading. 2011;34(1):136-156. https://doi.org/10.1111/j.1467-9817.2010.01485.x

[72] Megherbi H, Seigneuric A, Ehrlich M-F. Reading comprehension in French 1st and 2nd grade children: Contribution of decoding and language comprehension. European Journal of Psychology of Education. 2006;21(2):135-147. https://doi.org/10.1007/BF03173573

[73] Protopapas A, Sideridis GD, Mouzaki A, Simos PG. Development of lexical mediation in the relation between reading comprehension and word reading skills in Greek. Scientific Studies of Reading. 2007;11(3):165-197. https://doi.org/10.1080/10888430701344322

[74] Tunmer WE, Chapman JW. The simple view of reading redux: Vocabulary knowledge and the independent components hypothesis. Journal of Learning Disabilities. 2012;45(5):453-466. https://doi.org/10.1177/0022219411432685

[75] Bonifacci P, Tobia V. The simple view of reading in bilingual language-minority children acquiring a highly transparent second language. Scientific Studies of Reading. 2017;21(2):109-119. https://doi.org/10.1080/10888438.2016.1261869

[76] Gottardo A, Mueller J. Are first- and second-language factors related in predicting second-language reading comprehension? A study of spanish-speaking children acquiring English as a second language from first to second grade. Journal of Educational Psychology. 2009;101(2):330-344. https://doi.org/10.1037/a0014320

[77] Proctor CP, Carlo M, August D, Snow C. Native spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology. 2005;97(2):246-256. https://doi.org/10.1037/0022-0663.97.2.246

[78] Verhoeven L, Van Leeuwe J. The simple view of second language reading throughout the primary grades. Reading and Writing. 2012;25(8):1805-1818. https://doi.org/10.1007/s11145-011-9346-3

[79] Carello C, Turvey MT, Lukatela G. Advances in psychology. North-Holland: Elsevier; 1992. Chapter 12. Can theories of word recognition remain stubbornly nonphonological?; p. 211-226.

[80] Share D, Levin I. Learning to read and write: A cross-linguistic perspective. Cambridge studies in cognitive and perceptual development. New York, NY, US: Cambridge University Press; 1999. Learning to read and write in Hebrew; p. 89-111.

[81] Asadi IA, Khateb A, Shany M. How simple is reading in arabic? A cross-sectional investigation of reading comprehension from first to sixth grade. Journal of Research in Reading. 2017;40(S1):S1–S22. https://doi.org/10.1111/1467-9817.12093

[82] Kahn-Horwitz J, Kuash S, Ibrahim R, Schwartz M. How do previously acquired languages affect acquisition of English as a foreign language: The case of circassian. Written Language & Literacy. 2014;17(1):40-61. https://doi.org/10.1075/wll.17.1.03kah

[83] Kendeou P, Van Den Broek P, White MJ, Lynch JS. Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology. 2009;101(4):765-778. https://doi.org/10.1037/a0015956

[84] Oakhill JV, Cain K. The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading. 2012;16(2):91-121. https://doi.org/10.1080/10888438.2010.529219

[85] Abu-Rabia S, Sanitsky E. Advantages of bilinguals over monolinguals in learning a third language. Bilingual Research Journal. 2010;33(2):173-199. https://doi.org/10.1080/15235882.2010.502797

[86] Perfetti CA, Hart L. Precursors of functional literacy. Perfetti CA, Hart L, Verhoeven L, Elbro C, Reitsma P, editors. Amsterdam: John Benjamins Publishing Company; 2002. The lexical quality hypothesis; p. 67–86.

[87] Geva E, Farnia F. Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1. Reading and Writing. 2012;25(8):1819-1845. https://doi.org/10.1007/s11145-011-9333-8

[88] Storch SA, Whitehurst GJ. Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology. 2002;38(6):934-947. https://doi.org/10.1037/0012-1649.38.6.934

[89] Tilstra J, McMaster K, Van Den Broek P, Kendeou P, Rapp D. Simple but complex: Components of the simple view of reading across grade levels. Journal of Research in Reading. 2009;32(4):383-401. https://doi.org/10.1111/j.1467-9817.2009.01401.x

[90] Vellutino FR, Tunmer WE, Jaccard JJ, Chen R. Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading. 2007;11(1):3-32. https://doi.org/10.1080/10888430709336632

[91] Mäkinen L, Soile L, Ilaria G, Sari K. Are story retelling and story generation connected to reading skills? Evidence from Finnish. Child Language Teaching and Therapy. 2018;34(2):129-139. https://doi.org/10.1177/0265659018780960

[92] Coupland N, Bishop H. Ideologised values for British accents. Journal of Sociolinguistics. 2007;11(1):74-93. https://doi.org/10.1111/j.1467-9841.2007.00311.x

[93] Lindemann S. Who speaks “broken english”? US undergraduates’ perceptions of non-native English. International Journal of Applied Linguistics. 2005;15(2):187-212. https://doi.org/10.1111/j.1473-4192.2005.00087.x

[94] Garrett P. Attitudes to language. 1???? ed. New York, NY: Cambridge University Press; 2010.

[95] Jenkins J. Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly. 2006;40(1):157-181. https://doi.org/10.2307/40264515

[96] Clark VLP. Meaningful integration within mixed methods studies: Identifying why, what, when, and how. Contemporary Educational Psychology. 2019;57:106-111. https://doi.org/10.1016/j.cedpsych.2019.01.007

[97] Taguchi N. Description and explanation of pragmatic development: Quantitative, qualitative, and mixed methods research. System. 2018;75:23-32. https://doi.org/10.1016/j.system.2018.03.010

[98] Nooraie RY, Sale JEM, Marin A, Ross LE. Social network analysis: An example of fusion between quantitative and qualitative methods. Journal of Mixed Methods Research. 2020;14(1):110-124. https://doi.org/10.1177/1558689818804060

[99] Chang A, Millett S, Renandya WA. Developing listening fluency through supported extensive listening practice. RELC Journal. 2019;50(3):422-438. https://doi.org/10.1177/0033688217751468

[100] Chang AC-S, Read J. Investigating the effects of multiple-choice listening test items in the oral versus written mode on L2 listeners’ performance and perceptions. System. 2013;41(3):575-586. https://doi.org/10.1016/j.system.2013.06.001

[101] Hammer J, Swaffar J. Assessing strategic cultural competency: Holistic approaches to student learning through media. The Modern Language Journal. 2012;96(2):209- 233. https://doi.org/10.1111/j.1540-4781.2012.01335.x

[102] Creswell JW, Creswell JD. Research design: Qualitative, quantitative, and mixed methods approaches. USA: SAGE Publications; 2017.

[103] Creswell JW, Poth CN. Qualitative inquiry and research design: Choosing among five approaches. USA: SAGE Publications; 2016.

[104] Yin RK. Validity and generalization in future case study evaluations. Evaluation. 2013;19(3):321-332. https://doi.org/10.1177/1356389013497081

[105] Creswell JW. Educational research: Planning, conducting, and evaluating quantitative and qualitative research. USA: Pearson; 2012.

[106] Elliott J. The narrative potential of the British birth cohort studies. Qualitative Research. 2008;8(3):411-421. https://doi.org/10.1177/1468794106093637

[107] Guetterman TC, Fetters MD. Two methodological approaches to the integration of mixed methods and case study designs: A systematic review. American Behavioral Scientist. 2018;62(7):900-918. https://doi.org/10.1177/0002764218772641

[108] Johnson RB, Christensen L. Educational research: Quantitative, qualitative, and mixed approaches. USA: Sage Publications; 2019.

[109] Miles MB, Huberman AM, Saldana J. Qualitative data analysis: A methods sourcebook. Miles MB, Huberman AM, Saldana J, editors. Thousand Oaks, CA: SAGE; 2013. Tactics for generating meaning; p. 277-293.

[110] O’Donoghue T. Planning your qualitative research thesis and project: An introduction to interpretivist research in education and the social sciences. 2???? ed. UK: Routledge; 2018.

[111] Strandberg PE. Ethical interviews in software engineering. 2019 ACM/IEEE International Symposium on Empirical Software Engineering and Measurement (ESEM) [Internet]; 2019 9/2019. Porto de Galinhas, Recife, Brazil: IEEE. p. 1-11. Available from: https://doi.org/10.1109/ESEM.2019.8870192

[112] Cardoso W, Taalas P, Jalkanen J, Bradley L, Thouësny S. Future-proof call: Language learning as exploration and encounters – short papers from eurocall 2018. Taalas P, Jalkanen J, Bradley L, Thouësny S, editors. UK: Research-publishing.net; 2018. Learning L2 pronunciation with a text-to-speech synthesizer; p. 16-21.

[113] Pennington MC, Rogerson-Revell P. English pronunciation teaching and research. London: Palgrave Macmillan UK; 2019. Using technology for pronunciation teaching, learning, and assessment; p. 235-286.

[114] Tabachnick BG, Fidell LS. Experimental designs using ANOVA. Belmont, CA: Thomson/Brooks/Cole; 2007.