Introduction to Research Methods in English Language Teaching

1. Research MethodsinEnglishLanguage Learning and Teaching(EDUC 2101)1st Semester (2015-2016)Instructor: Dr. Sadek Firwana

2. What is research? Research is a systematic process of inquiry consisting of three elements or components: • Problem, question or hypothesis • Data • Analysisandinterpretation.

3. Why should teachers do research? Benefits of doing research for teachers For teachers, a primary reason for doing research is to become more effective teachers. Research contributes to more effective teaching, not by offering definitive answers to pedagogical questions, but rather by providing new insights into the teaching and learning` process.

4. Reasons for not doing research In spite of these benefits, there are a variety of reasons why teachers may be hesitant or unable to undertake research.

5. Various meanings and purposes of research • Exploring the Ideas In order to address some of the obstacles you face in doing research, begin by identifying a specific area of research you are interested in researching. Describe in as much detail as possible what you would like to investigate and in what context you would undertake this study. Then list the personal and professional obstacles you face in undertaking this research.

6. Research: What? • Strictly speaking anything in language teaching. • General areas: • Language policy • Syllabus, curriculum • Materials, textbooks, etc. • Technology • Methodology • Specific skills • Teaching of grammar, vocabulary, etc. • Language for specific purposes • Culture • Motivation, affective factors • Etc.

7. Steps in Research 1. Problem/Question 2. Formulate a Hypothesis 3. Experiment 4. Collect and Analyze Results 5. Conclusion 6. Communicate the Results

8. Steps in Research • Problem/Question: Develop a question or problem that can be solved through investigation.

9. Steps in Research 2. Formulate a Hypothesis: Predict a possible answer to the problem or question. Example: If students are exposed more to English, then their fluency will increase.

10. Steps in Research 3. Experiment: • Develop and follow a procedure. The outcome must be measurable (quantifiable).

11. Steps in Research 4. Collect and Analyze Results: • Modify the procedure if needed. • Confirm the results by retesting. • Include tables, graphs, and photographs.

12. Steps in Research 5. Conclusion: • Include a statement that accepts or rejects the hypothesis. • Make recommendations for further study and possible improvements to the procedure.

13. Steps in Research 6. Communicate the Results: • Be prepared to present the project to an audience.

14. What are the major types of research and how do they differ?

15. What are the major types of research and how do they differ? • Basic vs. applied research

16. What are the major types of research and how do they differ? • Basic vs. applied research

17. Types of data used by basic and applied research • Primary vs. Secondary Data

18. Fundamentals in research • Validity => • Reliability => The "truthfulness" of a measure; a valid measure is one that measures what it claims to measure. A measurement is reliable when it is consistent; when it gives the same results when repeated Research should be able to meet the tests of:

19. Exercises on Research Methods 1. To be considered true research, it must:

20. Exercises on Research Methods 2. A primary function of the methodology is to:

21. Exercises on Research Methods 3. A well-designed and well-conducted study:

22. Exercises on Research Methods 4. Reading the professional literature in the field of interest _________:

23. Exercises on Research Methods 5. A ________ is a specific mechanism or strategy the researcher uses to collect, manipulate, or interpret data.

24. Exercises on Research Methods 5. A ________ is a specific mechanism or strategy the researcher uses to collect, manipulate, or interpret data. • research tool

25. Exercises on Research Methods 6. Research methodology refers to __________:

26. Exercises on Research Methods 7. Research problems should ________:

27. Exercises on Research Methods 8. The researcher analyzed data and found that explicit teaching of reading strategies improves students' performance on standardized tests. In this study, explicit teaching of reading strategies is __________ .

28. Exercises on Research Methods 9. The researcher's study suggested that elementary students who are exposed to English for 2 hours a day are more likely to develop their speaking skill than students who are exposed less to English. In this study student‘s speaking skill is ________ .

29. Exercises on Research Methods 10. A good research plan should include _______:

30. Exercises on Research Methods 11. A teacher researcher has been facing some problem teaching one specific class English. In his attempt to solve this problem he has been observing and gathering data that may help him overcome the problem. For him these data constitute __________ .

31. Exercises on Research Methods 12. A teacher researcher wrote an article about a research project concerning discipline problems in English classes and ways of overcoming them. This article was widely read by other teachers who have been facing similar problems. For those teachers, the teacher researcher's article constitutes _____:

32. Exercises on Research Methods 13. Disadvantages of questionnaires include ____________:

33. Exercises on Research Methods 14. In descriptive research, the researcher typically studies a______ and then draws conclusions about the______.

34. Exercises on Research Methods 15. Experimental research differs from descriptive research in that it:

35. Exercises on Research Methods 16. In experimental design, the variable that is manipulated is the _____________:

36. Designs in educational experimentation There are several different kinds of experimental design, for example: • the controlled experiment in laboratory conditions (the ‘true’ experiment): two or more groups

37. Designs in educational experimentation • the field or quasi-experiment in the natural setting rather than the laboratory, but where variables are isolated, controlled and manipulated. • the natural experiment in which it is not possible to isolate and control variables.

38. Checklist for conducting research Questions to guide the design of a research project: Checklist: 1. Is the question worth investigating? Is the question feasible? 2. Does the research question imply a strong causal relationship between two or more variables?

39. Checklist for conducting research Introduction: • What is the purpose of the study? • What are the research questions and hypotheses posed by the study?

40. Checklist for conducting research Design: • Does the question suggest an experimental or a non-experimental design?

41. Checklist for conducting research Method: a. What methods are available for investigating the question? b. Which of these are feasible given available resources and expertise?

42. Checklist for conducting research Method: c. Is it possible to utilize more than one data collection method?

43. Checklist for conducting research Participants: • Is the description of the participants adequate? b. Is the method of selection clear?

44. Checklist for conducting research Materials: • Is there a description of the tests, questionnaires, rating scales etc? c. Is there a description of any equipment?

45. Checklist for conducting research Results: a. Do they answer the study questions? b. What are the findings of similar studies? c. Are there any contradictory findings? d. How can these be accounted for? e. What additional questions and suggestions for further research are thrown up by the research?

46. Research methods • Quantitative (why? Is there a relation between...?) - use numbers and statistics to see if something you say about the object is true or false (experiments, quasi-experiments, surveys) • Qualitative (how? What kind of?) - analyze words and images to see what the object is like (interviews, focus groups, observations, case studies) • Mixed - combine both approaches to get the full picture

47. Research methods in use(examples) • Quantitative – how many students who believed in their success got an A for a math test? • Qualitative – what do students think is important for doing well in math? What are the students’ beliefs? • Mixed – do students’ beliefs influence their grades? What are the students’ beliefs about their English performance?

48. Sampling Sampling is the way in which you choose participants for your experiments, interviews, surveys etc. Probability Convenience you carefully search for you invite those representatives of different participants who are groups of population available (time-consuming and costly) (the findings can be biased)

49. How to choose an interesting question • Your research question should be • Up-to-date • Interesting • Manageable

50. Research questions Quantitative research method • Is there a (positive/negative) relationship between X and Y? • Does X influence Y? • What is the prevalence of X among the population? • To what extent does X influence Y? • Does X affect Y? • Does X have effects on Y? • Does X have impact on Y? • Does X cause Y? • Is X the effect of Y? • Does X determine Y?