This article examines the use of the repertory grid technique as a method to investigate learner perceptions in language education research. An important issue raised in this article concerns how far a researcher’s agenda may be unintentionally imposed onto a research study which is investigating learners’ perceptions, and how far the ensuing data may provide an accurate representation of the learners’ viewpoints. A discussion of conventional research methods in perception research indicates the limitations of many structured research instruments such as questionnaires, surveys and interviews with regard to gaining reliable insights into learners’ views. The article considers the potential of using the repertory grid technique in perception research in terms of minimizing researcher influence and obtaining data that reflects learners’ perceptions. Taking a research study on the perceptions of secondary school learners of the language classroom as an example, the article demonstrates how building repertory grids can reveal insights into the learners’ thought processes and give the researchers access into the different ways learners view the classroom. The article also considers some issues in terms of data analysis and the interpreting of language data. It concludes that the repertory grid technique is a useful approach in perception research which can provide valuable data that is revealing of participants’ actual views.
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