Abstract This paper aims to position narrative research within the realm of language education and examine its methodological application in TESOL Quarterly publications. I will first discuss the earlier developments stemming from life history research before focusing on the key conceptual principles explored in prior studies within language education. Two publications from TESOL Quarterly—by Tsui (2007) and Séguis et al. (2024)—will illustrate the methodological advancements over two decades, transitioning from a single qualitative case study (Tsui, 2007) to a mixed‐methods design (Séguis et al., 2024). These two works also emphasize the growing need for rigorous research that strengthens ethical considerations and representation, and enhances methodological designs to effectively accommodate the collection and analysis of multimodal data. The paper concludes with a call for more narrative research that embraces a longitudinal and inclusive approach to data collection, as well as greater transparency in analytical methods and reporting.
Alice Chik (Tue,) studied this question.