ABSTRACT
There are considerable and numerous obstacles to systematic classroom-based language learning research due to the complex nature of the classroom environment: Learners often have varying native languages and cultures, proficiency levels, learning styles, motivations, and attitudes; teachers have their own distinctive belief systems, teaching styles, preferred language, teaching materials, and professional and personal agendas. Furthermore, the work of these teachers and learners takes place in educational institutions that have their own sets of political, financial, educational, and social concerns. The goal of carrying out systematic and theoretically sound classroom studies can give rise to conflict between researcher and school personnel, leading to anything from minor personal friction to skewed results or aborted research plans.
