抄録
This paper attempts to connect the areas of classroom research, diaries as tools for data collection, and complexity thinking. The article draws upon two recently published examples of diary studies into language learning classroom environments, and endeavours to examine critically strengths and weaknesses of the two studies from the perspective of both general thinking about educational research and research conceptions based upon complexity thinking approaches. The article looks at the use of diary studies for classroom research in four areas: data collection techniques, data analysis techniques, soundness of study, and the drawing of inferences and conclusions. Through such an examination, points to be taken into consideration for the effective use of diaries to study the complexity of language learning classrooms emerge.
