While much discussion has focused on what researchers do and should do in second language proficiency assessment, less attention has been given to why persistent trends continue. This study investigated second language acquisition (SLA) researchers’ beliefs, reported practices, and decision-making rationales regarding proficiency assessment. Using an online survey, we collected responses from 111 SLA researchers. Findings revealed that while researchers generally endorsed recommended methodological standards, practical constraints—such as time, accessibility, and ease of administration—frequently influenced their reported practices. A consistent belief–practice gap emerged across several key areas. Notably, reduced redundancy tests were rated favorably for both validity and practicality, reflecting a growing shift toward efficient, validated tools. These findings suggest that although methodological awareness is high, practical barriers continue to challenge the adoption of more rigorous proficiency assessment practices in SLA research.

In their 2022 publication in this journal, Suber and colleagues attempt to apply crime mapping to the illicit trade of cultural objects from the Middle East to establish a causal relationship between conflict and heritage looting. The article calls for comments by readers on the methodological approaches and results (p. 559). This commentary addresses the article’s shortcomings, specifically highlighting its inadequate grounding in existing literature, methodological limitations, and problematic data approach.

What is quality in the context of applied linguistic research? Addressing this question is both an intellectual and ethical imperative for the field. Toward that end, I propose a four-part framework for understanding and evaluating study quality: Quality research is (a) methodologically rigorous, (b) transparent, (c) ethical, and (d) of value to society. The bulk of the paper is devoted to describing each of these four elements, first conceptually and then as observed in the field. I also articulate some of the many connections among the four elements within the framework. In addition, I suggest next steps for further addressing the notion of quality in terms of the framework itself as well as the ways it might be used to advance our field’s research, training, and legitimacy as an academic discipline that is still in some ways coming of age.