ABSTRACT The inclusion of student voice in foreign language research often relies mainly on a perspective that includes their voice as a data source, in spite of claims that the perspectives that include students as initiators should be at the fore. In this paper, the authors address the incongruity of this situation, arguing for a revision of current views. They discuss different conceptualisations of student voice in educational research, and argue that combinations of different perspectives on student voice provide unique insights that are necessary to develop our knowledge base. They then provide a detailed account of an empirical study in which an English as a foreign language (EFL) literature teaching and learning model was validated through collaboration and co-construction with secondary school students. They demonstrate the ways in which two different perspectives were combined within the project, resulting in a dialogical process, which then lends multidimensional support to the findings.

中文翻译：

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连接学生和研究人员：中学生在外语教育研究中的声音

摘要 将学生的声音纳入外语研究通常主要依赖于将他们的声音作为数据源的观点，尽管声称将学生作为发起者的观点应该处于最前沿。在本文中，作者解决了这种情况的不协调性，主张修改当前的观点。他们讨论了教育研究中学生声音的不同概念，并认为对学生声音的不同观点的组合提供了发展我们知识库所必需的独特见解。然后，他们详细介绍了一项实证研究，其中通过与中学生的合作和共建来验证英语作为外语 (EFL) 文学教学和学习模型。