This study examined research designs in pedagogical (practice-based) articles of ARELE and JASELE Journal, comparing them with those in six school subject education journals (English, Japanese, mathematics, music, physical education, and home economics) and related fields (educational psychology and educational practices). Results showed that articles in ARELE and JASELE most often employed one-group pretest–posttest designs, while multiple-group comparisons were rare. Qualitative and mixed-method approaches were less common, though some combined pretest–posttest designs with qualitative data to provide classroom context. Another notable characteristic of ARELE and JASELE Journal was the relatively frequent use of action research.