Theoretical and Conceptual Frameworks in TESOL and Applied Linguistics

Abstract

This paper explores the critical distinction between theoretical and conceptual frameworks in research, particularly within applied linguistics, ELT, and TESOL. Theoretical frameworks, rooted in established theories, provide explanatory and predictive structures, while conceptual frameworks offer researcher-constructed scaffolds for organizing context-specific inquiry. Through a detailed discussion of their definitions, uses, and alignment with research questions and methodologies, this paper provides practical guidance on how to choose, justify, and apply each framework type. Drawing on examples from phonetics, sociolinguistics, teacher identity, assessment, and curriculum studies, it illustrates their application across qualitative, quantitative, and mixed-methods research. The paper also highlights common pitfalls, such as epistemological mismatch, conceptual vagueness, and overuse of Western paradigms in non-Western contexts. A set of practical recommendations and ethical considerations further supports emerging researchers in navigating this complex terrain.