Limiti e specificità della ricerca in linguistica educativa e in glottodidattica

This essay explores the specificities and critical issues of research in educational linguistics and language teaching methodology. A significant focus is placed on the construction and use of questionnaires in research practices, outlining
the critical phases of design, including defining objectives, formulating questions, and analyzing data, while emphasizing the challenges related to the validity and reliability
of the tool. The discussion also highlights the necessity of methodological triangulation, integrating questionnaires, observations, and interviews to achieve a more nuanced understanding of educational phenomena. The essay further addresses key biases and methodological paradoxes that may influence research, such as cultural and confirmation bias, as well as the paradox of authenticity and social desirability. In summary, the essay offers a nuanced and interdisciplinary problematization of the characterization of research in educational linguistics and language teaching. It suggests that integrating diverse approaches, along with a critical awareness of their methodological limitations, can serve as a valuable resource for strengthening research practices.