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The COVID-19 pandemic has caused the largest disruption of education in recent history (McCarthy 2020; Ryan 2023) and it has also resulted in an unprecedented impact on research worldwide (Weiner et al 2020; Upor 2023). The impact of the pandemic on research in progress at the time of the pandemic and the ensuing realtime pandemic research challenges have become a topic for discussion and review in many academic circles. Several studies that have reported impact have been related to the biomedical sciences, life sciences, and health-related research in general (Harper et al 2020; Riccaboni and Verginer 2022; Weiner et al 2020) however limited studies have reported impact on humanities and social sciences research (Kleinman et al 2022; Otto and Haase 2022) or even more so, the impact on particular approaches to the investigation as in this case, classroom-based research. Classroom-based research (CbR) has a long history in the investigation of language learning and teaching (Allwright 1984, 1987; Allwright and Bailey 1991). Historically, it has been used to study pedagogy with the belief that the context is the best location for drawing insights and understanding. Although it did not originate in language teaching research, CbR is not unique to language teaching. The narrow view of CbR focusing on pedagogy evolved with the expansion of the method from educational purposes to second language acquisition research which emphasizes the interactive nature of the classroom language ecology. Although the educational viewpoint of teacher talk is crucial to CbR investigation, it has been argued that the interactive aspect …