摘要：The search for 'truth' is pervading educational research. In particular, and limiting research to the EFL/ESL sphere, theories and research results abound proving and disproving and altering that truth. The field of research has been likened to the judicial adversarial system where results are argued over. Not only are results disputed, but also initiating research designs are faulted. Then the direction of research, be it quantitative, or qualitative, or a combination, is faulted by subsequent researchers. Thus the research results grow in varying directions, and the teacher becomes confused and bewildered as to what approach or theory is going to benefit his/her students. What the teacher is left with is a lack of consolidating research that gives clear direction and guidance. Since Chomsky's (1968) theory of universal grammar, and Krashen's (1981) language acquisition device and monitor theories, research has exponentially blossomed, with the majority going unreported. English, as a foreign or second language field of study, now covers the globe in education curriculums and private schools.
