ABSTRACT
Mixed methods has gained prominence as a research approach within a range of applied disciplines, including language learning. This chapter proposes that mixed methods research is relevant as a way of conducting robust enquiry concerning the role of language learning beyond the classroom (LBC). This is partially because study of authentic practices involves human subjects and is heavily dependent on context. In this chapter, the mixed methods approach is conceptualised as more than a simple combination of qualitative and quantitative methods; to enrich our understanding of LBC research, further analysis should involve an integration of the two types of data. We present a mixed methods way of thinking as a key construct and delve into multiple perspectives and integration as key issues facing LBC researchers and practitioners. We present empirical studies from around the world to illustrate the current state of mixed methods research in LBC contexts and implications for theory and practice. Finally, we discuss the added value of mixed methods approaches to indicate future directions of enquiry in the field of LBC.
