Speaker
Description
The academic community is currently concerned about the so-called replication crisis (also called replicability crisis and reproducibility crisis). Traditionally, “replication” refers to repeating a study’s procedure and observing whether the prior finding recurs. An alternative definition proposed by B. Nosek describes replication as a study that advances theory by confronting existing understanding with new evidence [Nosek, Errington 2020]. The term “replication crisis” was coined in the early 2010s to denote a methodological crisis in which research outcomes are difficult or impossible to reproduce. Replication crisis undermines the credibility of theories and validity of research findings and leads to the subsequent decline in public and scientific confidence [Ahmady at al. 2026]. Replication crisis is evident in all fields of study, but most publications examine the crisis in medicine, biology, psychology, economics, social sciences. This study aims to examine the phenomenon of replication crisis in education research with the emphasis on research methodology in language pedagogy studies, as well as major reasons and consequences of the replication crisis and possible solutions to deal with it. The study utilized quantitative methods for the analysis of PhD dissertations in language pedagogy defended in in 2020-2025 in two leading Russian universities and the qualitative method of expert interviews conducted with professors in language pedagogy.
| Keywords | replication crisis, education, language, pedagogy |
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| chicherina_nv@spbstu.ru |