Special Issue Ten - 2026

Special Issue 10 of Hillary Place Papers focuses on the theme of Pilot Studies in Educational Research, bringing together reflective accounts from doctoral researchers who examine the role of pilot work in shaping robust and thoughtful research design. Pilot studies are an essential yet often underappreciated stage in doctoral research. They allow novice researchers to identify potential challenges before undertaking their main study and to refine their research questions, data collection methods, and analytical strategies. At the same time, conducting pilot studies supports the development of methodological rigour, reflexivity, and critical thinking among postgraduate researchers.

Despite their importance, pilot studies remain relatively under-discussed in the literature. There is limited detailed guidance on how to design and conduct pilot studies effectively, which can lead to misconceptions about their purpose and value. This special issue seeks to address this gap by presenting reflections from seven doctoral researchers in education who conducted pilot studies as part of their research journeys. Through their experiences, the contributors highlight the methodological, practical, and personal insights that pilot studies can offer, reminding us that research is as much about the process of inquiry as it is about the final outcomes.

The contributions included in this special issue highlight the value of reflexivity in conducting and interpreting pilot studies. Reflexivity involves critically examining one’s assumptions about the nature of knowledge, appropriate methods for generating evidence, and the ethical values that shape research practice. Several papers in this issue illustrate how reflexive engagement with supervisors, peers, and pilot participants can help researchers refine their methodological decisions and navigate challenges encountered during early stages of data collection. Maintaining reflective journals and documenting methodological decisions are also discussed as valuable strategies for strengthening the rigour and transparency of pilot research.

The first paper, Piloting a Multimodal Qualitative Approach to Explore EAP Writing Teacher Agency: Methodological Reflections from a Doctoral Study in Bangladesh. by Md Nabinur Rahman, reports on a pilot study exploring how English for Academic Purposes (EAP) writing teachers in Bangladesh exercise professional agency. By testing multiple qualitative research methods, the study highlights the importance of adapting research tools to local contexts and managing insider–outsider dynamics in fieldwork. The lessons learned from this pilot informed the development of a more flexible and contextually responsive design for the main study.

In the second paper, Refining Qualitative Methods for ESL Academic Literacy Research: Reflections from a Pilot Study in Bangladesh, Sharifa Chowdhury examines academic literacies in a Bangladeshi STEM university. Her pilot study confirmed the importance of gathering perspectives from both students and tutors while also revealing challenges related to participant recruitment and access to data. The experience prompted methodological adjustments and encouraged deeper reflexivity when conducting research in resource-constrained contexts.

The third paper, Insights at the Crossroads: Reflecting on the Challenges, Opportunities, and Lessons Learnt from my Pilot Study, by Nurdamia Shafee, reflects on piloting interviews and think-aloud protocols with Malaysian ESL teachers using automated writing tools. The pilot helped refine interview questions and underscored the importance of ethical sensitivity when discussing emerging technologies in educational settings. It also contributed to the author’s development of interviewing skills and adaptability as a researcher.

In the fourth paper, Piloting a Doctoral Project on Vocabulary Learning: Procedure and Reflection, Xuechun Huang presents a pilot study investigating vocabulary learning in China. The study tested research instruments and procedures across different vocabulary learning strands, addressing challenges related to measurement and logistical constraints. These insights enabled the researcher to strengthen the design of the subsequent main study.

The fifth paper, Developing a Framework to Analyse Master’s Students’ Projection of Authority through Written Argument at a UK University: Insights from a Pilot Study, by Dalia Cohen, focuses on analysing authorial voice in academic writing through a corpus-based pilot study. The pilot tested a coding framework derived from existing literature and resulted in refinements to the coding scheme and the selection of analytical tools. The study illustrates the importance of piloting analytical procedures before applying them on a larger scale.

The sixth contribution, Qualitative Pilot Study of Teachers’ Expectations for Young Students’ Use of Educational Technology, by Noof Alkahtani, explores Saudi teachers’ expectations of girls’ use of educational technology. The pilot revealed limitations in the initial interview design and highlighted the need for adjustments to observation strategies. These revisions enhanced the contextual relevance of the research design and strengthened its alignment with the study’s aims.

The final paper, A Pilot Study on Methods and Researcher Practice in Exploring Teachers’ Cognition and Practices of Mobile-Assisted Language Learning (MALL), by Zachary Chai, outlines a pilot study investigating Malaysian primary school teachers’ use of mobile-assisted language learning. The pilot revealed issues related to interview clarity and group dynamics among participants. Addressing these challenges led to procedural adjustments and raised deeper ethical awareness when conducting research in primary school contexts.

Together, the contributions demonstrate how pilot studies function as an important stage of scholarly inquiry. They offer valuable opportunities for researchers to refine research designs, strengthen methodological rigour, and develop reflective research practices. By sharing these early-stage insights, the authors contribute to a growing recognition that pilot studies deserve greater visibility in the research literature and play a vital role in supporting the development of emerging researchers.

Finally, the editorial team would like to thank all contributing authors, reviewers, and colleagues who supported the development of this special issue of Hillary Place Papers. Their work continues to support the journal’s mission of providing a supportive platform for emerging researchers to share and develop their work.